Building Blocks for Social-Emotional Learning by Solution Tree

—HEATHER BELL-WILLIAMS Principal, Milltown Elementary School, St. Stephen, New Brunswick, Canada

Elementary teachers and leaders will : y Understand how children’s neurological development relates to social-emotional learning y Learn the benefits of social-emotional learning for all members of the school community

y Gain practices and tools for teaching socialemotional skills

BUILDING

BLOCKS for

Social-Emotional

Learning Creating Safe, Secure, and Successful Elementary Schools

Visit go.SolutionTree.com/instruction to download the free reproducibles in this book. SolutionTree.com

ISBN 978-1-952812-47-7 90000

y Assess students’ social-emotional progress to encourage continual growth 9 781952 812477

HULEN LIPSETT

y Create a schoolwide foundation for socialemotional learning

Social-Emotional Learning

—KYLE BATES Fourth-Grade Teacher, Spradling Elementary School, Fort Smith, Arkansas

for

ocial-emotional learning (SEL) is a necessary and often overlooked aspect of students’ development. All elementary students must have access to socialemotional education to acquire powerful skills that will help them excel in school and in life. In Building Blocks for Social-Emotional Learning: Creating Safe, Secure, and Successful Elementary Schools, authors Tracey A. Hulen and Ann-Bailey Lipsett provide elementary educators with research-based guidance for teaching social-emotional competencies alongside academic content in their classrooms. This much-needed resource includes practical strategies for integrating social-emotional concepts into instruction, lesson planning, and assessment and maintaining a positive school culture and climate where social-emotional learning will occur.

“Hulen and Lipsett’s SEL building blocks have a direct impact on both behavior and academic achievement and can act as a bridge between them. Not only does this text provide the why, it also provides the how for effective SEL implementation at the schoolwide level. This is a book that will be recommended to my school’s guiding coalition.”

BUILDING BLOCKS

“Of all books I have read about social-emotional learning in elementary school, this book is by far the most practical and easily applied! Building Blocks for Social-Emotional Learning outlines the entire process of identifying students’ SEL needs and intervening to meet those needs at the schoolwide, classroom, small-group, and individual levels. It covers all aspects of the teaching process, including planning, teaching, checking or assessing for understanding, and reteaching as necessary. With possible next steps for all stakeholders, this practical guide will serve a very specific purpose for elementary schools all over the world.”

TRACEY A. HULEN & ANN-BAILEY LIPSETT

Copyright © 2022 by Solution Tree Press Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher. 555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@SolutionTree.com SolutionTree.com Visit go.SolutionTree.com/instruction to download the free reproducibles in this book. Printed in the United States of America

Library of Congress Cataloging-in-Publication Data Names: Hulen, Tracey A., author. | Lipsett, Ann-Bailey, author. Title: Building blocks for social-emotional learning : creating safe, secure, and successful elementary schools / Tracey A. Hulen, Ann-Bailey Lipsett. Description: Bloomington, IN : Solution Tree Press, 2021. | Includes bibliographical references and index. Identifiers: LCCN 2021044107 (print) | LCCN 2021044108 (ebook) | ISBN 9781952812477 (paperback) | ISBN 9781952812484 (ebook) Subjects: LCSH: Affective education. | Social learning--Study and teaching (Elementary) | Emotional intelligence. | Cognition in children. | Education, Elementary--Aims and objectives. Classification: LCC LB1072 .H85 2021 (print) | LCC LB1072 (ebook) | DDC 370.15/34--dc23 LC record available at https://lccn.loc.gov/2021044107 LC ebook record available at https://lccn.loc.gov/2021044108

Solution Tree Jeffrey C. Jones, CEO Edmund M. Ackerman, President Solution Tree Press President and Publisher: Douglas M. Rife Associate Publisher: Sarah Payne-Mills Managing Production Editor: Kendra Slayton Editorial Director: Todd Brakke Art Director: Rian Anderson Copy Chief: Jessi Finn Production Editor: Alissa Voss Content Development Specialist: Amy Rubenstein Acquisitions Editor: Sarah Jubar Proofreader: Jessi Finn Text and Cover Designer: Kelsey Hergül Editorial Assistants: Charlotte Jones, Sarah Ludwig, and Elijah Oates

Table of Contents

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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INTRODUCTION Why Teach Social-Emotional Learning to All?

Vignette: Why Teach SEL?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Why Is SEL Needed?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Powerful Impact of SEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Key Factors When Establishing SEL . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Overcoming Potential Challenges of Teaching SEL . . . . . . . . . . . . . . . . . 7 Social-Emotional Components: The Building Blocks of SEL Skills . . . . . . 9 Why Our SEL Building Block Model? . . . . . . . . . . . . . . . . . . . . . . . 9 Building Block 1: Sense of Self. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Building Block 2: Reciprocal Engagement . . . . . . . . . . . . . . . . . . . . 13 Building Block 3: Social Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Building Block 4: Social-Emotional Regulation . . . . . . . . . . . . . . . . . 15 Building Block 5: Logical and Responsible Decision Making. . . . . . . . 17 The Goals and Design of the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

CHAPTER 1 What Is Social-Emotional Learning?

Vignette: The Story of Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Defining Social-Emotional Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . Understanding ACEs and What They Mean for Educators. . . . . . . . . . . Reduce Toxic Stress for Children. . . . . . . . . . . . . . . . . . . . . . . . . . . v

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Strengthen Students’ Core Life Skills. . . . . . . . . . . . . . . . . . . . . . . . Support Responsive Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . Supporting Students’ Emotional Regulation . . . . . . . . . . . . . . . . . . . . . Teaching Students Emotional Regulation Strategies. . . . . . . . . . . . . . . . Understanding How Neurological Development Relates to Behaviors. . . Executive Functioning and SEL Cultural Environment . . . . . . . . . . . . . Discovering the Underlying Reasons Behind Observable Behaviors. . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . .

30 30 33 37 38 40 41 43 44

CHAPTER 2 Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools

Vignette: A Tale of Two Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Establishing a Deep-Rooted Positive Culture and Maintaining a Healthy Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Creating Effective and Meaningful Physical and Cultural Environments in Elementary School . . . . . . . . . . . . . . . . . . . . . . . . The Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Cultural Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . . .

45 48 52 56 62 91 91

CHAPTER 3 Building a Schoolwide Foundation for SEL in Elementary Schools

Vignette: Implementing Learning Environment Norms . . . . . . . . . . . . . 93 Establishing Schoolwide Social-Emotional Learning in Elementary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Creating a Mission, a Vision, Shared Collective Commitments, and Goals That Support and Promote SEL . . . . . . . . . . . . . . . . . . . . . . 98 Developing Schoolwide Action Plans and Setting Goals. . . . . . . . . . . . . 101 Positive Culture and Healthy Climate . . . . . . . . . . . . . . . . . . . . . . . 103 Safe and Effective Learning Environments. . . . . . . . . . . . . . . . . . . . 116 Authentic, High-Quality SEL Instruction . . . . . . . . . . . . . . . . . . . . 129 Multilayered Systems Responding to School and Student Needs . . . . 138 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . . 156

Table of Contents

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CHAPTER 4 Effective SEL Teaching Practices and Strategies in Elementary Schools

Vignette: Teaching and Supporting Daniel. . . . . . . . . . . . . . . . . . . . . . . Ten Practices to Teach and Integrate Social-Emotional Skills . . . . . . . . . 1. Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. Student Goal Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. SEL Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. Picture Book Read-Alouds and Reading Comprehension Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5. Social-Emotional Learning During Play. . . . . . . . . . . . . . . . . . . . 6. SEL-Focused Partner or Group Games. . . . . . . . . . . . . . . . . . . . . 7. SEL Journal Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. SEL Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9. Teachable Moments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10. SEL Classroom Learning Centers and Menus . . . . . . . . . . . . . . . Connecting Multiple Practices to Deepen SEL . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . .

157 159 159 164 170 182 185 192 200 204 210 215 217 220 221

CHAPTER 5 Effective SEL Lesson Planning

Vignette: Team Planning for SEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Supporting the Differentiation of SEL in Elementary School . . . . . . . . . Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SEL Planning Tools for Elementary Teachers. . . . . . . . . . . . . . . . . . . . . Purposeful and Proactive Planning to Lift Engagement, Provide Differentiation, and Support Behavior . . . . . . . . . . . . . . . . . . . . Planning for SEL Direct Instruction and Integrating SEL With Academic Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . .

223 229 230 232 236 237 238 238 245 291 291

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CHAPTER 6 Monitoring Student Learning of SEL

Vignette: Determining If Teaching SEL Is Actually Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Understanding the Value of Collaboratively Created Common Formative SEL Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Creating SEL Common Formative Assessments. . . . . . . . . . . . . . . . . . . Ways to Measure SEL Skills Throughout the School Day. . . . . . . . . . Analyzing Data From Common Formative Assessments . . . . . . . . . . Individual Student Data Considerations. . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tips for Administrators, Teachers, and Support Staff. . . . . . . . . . . . . . .

Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

293 296 296 302 304 312 314 314 315

SEL Transition Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Interactive Whiteboard Daily Routine Examples. . . . . . . . . . . . . . . . . . 327 SEL Journal Prompts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

References and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

333

Index.

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About the Authors

Tracey A. Hulen, an education consultant and elementary and middle school mathematics specialist, has been part of the leadership team at two model professional learning communities (PLCs) in Fairfax County, Virginia. She specializes in mathematics and social-emotional learning and has a wide range of experience collaborating about datadriven instruction. She served as a mathematics specialist at Mason Crest Elementary School in Annandale, Virginia, the first model PLC to receive Solution Tree’s annual DuFour Award in 2016. While serving in this role, Tracey worked with preK–6 teams of teachers and was instrumental in helping build and support the school’s innovative mathematics program. Under her leadership, Mason Crest consistently achieved outstanding results in mathematics on the Standards of Learning for Virginia Public Schools. Her work also included supporting early childhood teams with integrating social-emotional learning with academic learning. In addition to her work at Mason Crest, Tracey worked with the mathematics team in the Fairfax County Public Schools (FCPS) Instructional Services Department for four years, which serves 141 elementary schools. During that time, she supported the development of FCPS’s rigorous mathematics curriculum, assessments, and instructional programs. Tracey’s work included creating and facilitating FCPS’s mathematics professional development for administrators, instructional coaches, and elementary teachers. In addition, she provided more individualized support to schools in planning, creating assessments, discussing data, supporting lesson study, differentiating instruction, and utilizing best practices in mathematics. In 2006, Tracey was a Title I mathematics coach who passionately led other math ematics specialists and resources teachers in Fairfax County’s Title I schools. Tracey previously served as a member of the National Council of Teachers of Mathematics Educational Materials Committee, advising board members on matters related to the

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council’s publications, as well as proposing, reviewing, and approving manuscripts for publication. She is a coauthor of What About Us?: The PLC at Work® Process for Grades PreK–2 Teams and has been published in AllThingsPLC Magazine and The Journal of Mathematics and Science: Collaborative Explorations from the Virginia Mathematics and Science Coalition. Tracey earned a bachelor of science in education from Pennsylvania State Uni versity; a master’s in education (mathematics specialist) from the University of Virginia; and, most recently, a specialization in The Teacher and Social-Emotional Learning (SEL) from the University of Colorado–Boulder. To learn more about Tracey’s work, visit www.theducationalsolutions.com or follow @traceyhulen on Twitter. Ann-Bailey Lipsett is a special education consultant with eighteen years of experience working with children, families, and schools. She founded her educational consulting company, Lipsett Learning Connection, in 2016 to develop positive social-emotional learning experiences for all children, regardless of their abilities and backgrounds. She works with schools, foundations, and individual families in one-on-one, virtual, and group settings. Many of Ann-Bailey’s beliefs in education formed during her six-year tenure at Mason Crest Elementary School in Fairfax County, Virginia— the first school to win the DuFour Award. It was here that she truly came to understand that all means all and how to set high expectations while providing students with the help they need through the power of a collaborative team. As an education writer, Ann-Bailey has blogged for the Council for Exceptional Children’s Reality 101 blog in 2014 as well as for Joey’s Foundation. In this latter endeavor, she followed the growth of one child with cerebral palsy learning to use an augmentative and alternative communication device. She is the coauthor of PREVENT Problem Behaviors: Seven Contemplative Discipline Steps, and she authored the article “Supporting Emotional Regulation in Elementary School: Brain-Based Strategies and Classroom Interventions to Promote Self-Regulation,” published in Learning Landscapes. Ann-Bailey has presented her work on increasing engagement in students with disabilities at the state, national, and international levels. Ann-Bailey is a fellow in the Infant-Parent Mental Health Program at the University of Massachusetts–Boston. She earned her bachelor’s degree from Washington and Lee University in Lexington, Virginia, and her master’s in special education from the University of Virginia. She has advanced her understanding of neurodevelopmental practices through her coursework through the Interdisciplinary

About the Authors

Council on Development and Learning (ICDL). She is also certified as a Circle of Security facilitator. To learn more about Ann-Bailey’s work, visit her website at Lipsett Learning Connection (lipsettlearningconnection.com). To book Tracey A. Hulen or Ann-Bailey Lipsett for professional development, contact pd@SolutionTree.com.

CHAPTER 4

Effective SEL Teaching Practices and Strategies in Elementary Schools Vignette: Teaching and Supporting Daniel Maria found herself thinking about Daniel and students like him often. He had so much potential, and yet so often had difficulty participating in her lessons. She knew he should be doing better in school than he was, but he barely produced work due to his emotional outbursts. She didn’t feel like the solution was to create an individualized program for Daniel, and she knew she couldn’t just send him to the office every time he was upset. In fact, there were too many students like Daniel who needed her to shift her own teaching practices. After an episode, Daniel could label exactly what he should do next time. He could identify emotions and talk about using calm-down strategies, but he couldn’t seem to bring himself to use them in the moment. There had to be a better way to support Daniel’s social-emotional learning, along with all students in her classroom, throughout the regular school day.

As educators, we are skilled at teaching students new skills and building their knowledge. We can look at students’ work on what we just taught and easily assess whether the student has a firm sense of the academic content or needs reteaching. When it comes to social-emotional learning, we must use a different approach, as much of students’ true understanding develops through movement paired with cognition (Lillas & Turnbull, 2009). With this learning domain, some students can easily learn the vocabulary and concrete information we teach them but still not fully comprehend what these isolated skills mean or apply the learning when upset unless they have practiced these skills and acted them out in an interactive, action-oriented method. Asking a child to identify the meaning of happy, sad, and angry and match

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When teachers act as facilitators of students’ learning and find ways for students to learn by doing, students are more engaged in their own learning and have opportunities to make deeper connections. In this chapter we specifically focus on SEL instruction and what it can look like to support SEL skills and concepts (see figure 4.1). This chapter provides you with ten instructional practices that will allow you to embed SEL into instruction, practice, and guidance in your already busy schedule to make a true, meaningful impact on your students (and save you time!).

Multilayered Systems Responding to School & Student Needs

Authentic, High-Quality SEL Instruction Positive Culture & Healthy Climate

Figure 4.1: SEL schoolwide pyramid.

Safe & Effective Environments

a series of emotional pictures with the vocabulary word associated with them does not mean that the child is able to actually apply that concrete knowledge in day-today life. Instead, to fully support students in learning SEL skills, these lessons must be both directly taught to the students and then, more importantly, modeled, supported, and integrated consistently into the daily tasks that already exist in the classroom (Jones et al., 2021; Jones & Kahn, 2017; Lillas & Turnbull, 2009). As students develop in their learning of various skills and concepts throughout elementary school, the goal is for them to gradually take ownership of their own learning and apply these skills to their daily actions.

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Ten Practices to Teach and Integrate SocialEmotional Skills The following sections will introduce ten instructional practices you can use to teach and integrate social-emotional skills into academic and social settings throughout the school day. 1. Transitions 3. SEL daily routines 4. Picture book read-alouds and reading comprehension strategies 5. Social-emotional learning during play 6. SEL-focused partner or group games 7. SEL journal writing 8. SEL projects 9. Teachable moments 10. SEL classroom learning centers and menus

1. Transitions It was time for reading workshop to end, and Maria dreaded stopping the class from their work to ask them to clean up. Transitions— or moving from one activity to another as a class—were difficult for all the students in her class, but particularly Daniel. Ending one activity and moving to a new one always seemed to create power struggles and cause the class to lose instructional time. What’s more, she felt like these moments were wasted opportunities. She was interacting with the students during this time, but more like a traffic cop—correcting their behavior, monitoring their safety, and directing them where to go—and less like a teacher. When she thought about how to adapt her school day to support Daniel and her other students with “big feelings,” she wondered about transitions. Could these be opportunities to change her interactions from simply being a behavior monitor to meaningful teaching? Would that make transitions smoother for the whole class?

What are transitions and why are they important? Teachers often use transitions when students finish learning from one content area to another (for example, from a science lesson to a mathematics lesson). Sometimes teachers refer to transitions when students are moving from whole-group instruction to small-group learning within a content-focused lesson (for example, when a teacher is at the carpet with all her

2. Student goal setting

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Transitions can become difficult for students who need support in the lower SEL building blocks. A student who is still developing SEL building block components 1 (self-awareness), 2 (reciprocal engagement), or 3 (social awareness) may have difficulty managing to control their body in relation to those around them. This student may see transitions as a stressful time when they may bump into peers as they move about the classroom. These times can also be difficult for students who are still developing emotional regulation and the cognitive skills that involve executive planning abilities, as they struggle to end one activity and move to the next. Also, students with processing difficulties (visual or sensory) may struggle with this task. Therefore, additional anxiety added to transition periods can result in prolonged transitions and reduced instructional time. We have started to see teachers maximize this noninstructional time to now include short spurts of instruction. For example, a kindergarten teacher may have students count back from ten each time they move from one learning station to another during their mathematics workshop versus just having them walk from station to station after the teacher rings a chime. Or a teacher may have their kindergarten students transition from the science instructional block to the language arts block by asking students to move from their seats to the carpet. In this scenario, students sometimes have an additional minute or two where they are expected to wait at the carpet quietly. A teacher might capitalize on this time to include instruction, such as having students find objects in the classroom that start with a “p” sound (for example, pencils or pattern blocks) as they quietly wait for the science lesson to begin. Purposeful transitions allow for the learning and practicing of skills and concepts and serve as a useful management strategy, engaging students in a task and limiting the opportunity for classroom behavioral issues to arise. Now take a moment to think about if teachers began to incorporate purposeful transitions around social-emotional learning. Using transitional periods of time to have students learn and practice SEL skills can be a great way to find time to teach social-emotional learning and integrate academics and SEL learning. It allows teachers to interact with students in a more meaningful way during these short moments rather than simply monitoring behavior. Most importantly, it directly teaches students what tools they can use to make these moments of transition less stressful.

students teaching a mathematics focus lesson, then students transition or move from the carpet to tables and engage in small-group work). We also refer to transitions when students are moving from classroom to classroom or to other parts of the school building (for example, students transition from the classroom to lunch or recess and then back to the classroom). Typically, when discussing good classroom management techniques, classroom transitions are considered time when students are moving from place to place between learning opportunities (Finley, 2017). A teacher would be considered highly effective in their classroom management if their transitions were short and students followed the teacher’s directions.

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There are multiple possibilities for integrating SEL learning into transitions. On a basic level, teachers can use this opportunity to label how their students feel about changing subjects, supporting the social-emotional building block the class is focused on. The teacher might say the following: “It is time to clean up. Take a moment and think about how you are feeling right now. Are you frustrated that you are not finished? Are you excited to move on? Think about what strategy you can use to help you with those feelings.”

Moving beyond modeling and labeling emotions around transitions, teachers can also use these opportunities for guided practice. Take the scenario where students in kindergarten are counting backwards as they transition from learning station to learning station in their mathematics workshop. What if the teacher has them use deep breathing along with counting back from five? Picture the students coming back from recess and sitting at the carpet. The teachers recognize they need to gather the students’ attention as well as help them have calm bodies and be ready and focused for academic learning. What strategy or transition can the teachers put into place to achieve this goal? Figure 4.2 (page 162) shows another counting-backward strategy where students pretend their five fingers are five candles and they use deep, slow, long breaths to blow out a candle and count back with each breath from five to zero. Deep breathing slows down our body responses, lowers our cortisol levels, and moves us away from our fight, flight, or freeze response so that we can once again access our decision-making abilities in our prefrontal cortex (Ma et al., 2017). These breathing strategies support the development of SEL building block component 4 (emotional regulation) and cognitive executive functioning skills and give students a tool toward being in control of their own emotional responses. After practicing this a few times, it will become part of a classroom routine as well as a management strategy the teacher uses. In addition, students will hopefully begin to make connections and this self-regulation skill will transfer, becoming a strategy that some may choose to access and use when they experience a moment of fight, flight, or freeze.

Labeling these feelings during transitions is perfect modeling for helping children recognize that adults have emotions around transitions as well. Therefore, a teacher could use a think-aloud strategy, stating, “It’s time to clean up. I’m so frustrated right now because I want to keep reading with you all. I don’t want us to have to clean up, but it is time for lunch. I am going to take two deep breaths and think about what I need to do to get ready for lunch. Breathe with me . . . one, two . . . ”

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4 3

Figure 4.2: Blowing out candles self-regulation strategy.

Figure 4.3 provides examples of additional, powerful transition activities that can be used with students to help teachers with classroom management and teach students social-emotional skills. These are short transitions that can either be used to help decrease energy (calm students down) or increase energy (energize students), depending on the needs of the group. We also include mixed-energy transitions that specifically teach SEL concepts and skills that focus on the five SEL building blocks components. You can find descriptions of these general SEL transition activities for younger and upper elementary students in the appendix (figures A.2–A.7, pages 318– 326). It is important to keep in mind that the transitions you use with your students should be developmentally appropriate and connect to your grade-level SEL standards. Virtual Learning Tip These transitions can also be adapted to the virtual setting. As you provide a short break for your students, you can use these transition activities as students are returning to their computers to gather the group back together and create joint attention for the next lesson.

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Decrease Energy Transitions

Increase Energy Transitions

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Mixed Energy Transitions That Support Overall SEL Learning

Transitions to Increase Blood Flow and Oxygen to the Brain

Sense of Self

Social-Emotional Regulation

Social Awareness

Reciprocal Engagement

Logical and Responsible Decision Making

• Five Senses: Name 5 things you see; 4 you feel; 3 you hear; 2 you smell; 1 you taste

• Stretching/yoga

Think of:

Play:

Name and Describe:

Play:

• A time when you were very excited

• Laughing Machine

• Why the character in your favorite book feels the way they do

• Mirror Game (see page 199)

• Blow out candles

• Dance Party: Put on a highenergy song and encourage the students to dance as they transition

Turn and Talk With a Friend:

• Tracing objects by 3s

• Subitizing exercises

• Deep breathing

• Counting Down Rockets

• Miming objects • Calm counting (set a target number) • Balloon breathing: Lead students through pretending to blow up the balloon • Letter sound look-fors (“Things that begin with p”)

• Number Actions • Play Your Instrument • Play Simon Says or Red Light, Green Light (See additional games on page 198.)

• A job you might enjoy when you grow up This or That: • Would you rather read a book alone or listen to a book be read to you aloud? • Would you rather climb on the playground or watch a movie? • Would you rather play an active sport outside with friends (basketball, soccer, hopscotch) or play a board game inside with a friend? Name: • Your favorite thing you like to do for fun • One thing you are really good at

• “Move when I say ‘go’” (page 199) Name and Describe: • Three things that help you get calm • A time when you needed help with something • A goal you have for the rest of the day and the three steps you will take to get there Sentence Starters: • I made a good choice when . . . • When I am frustrated or upset I can . . . Thumbs-Up (Good Choice), ThumbsDown (Poor Choice):

• Personal traits of a character from your favorite book • The physical things you notice your friend doing to show they are actively listening to you Sentence Starters: • When someone is disappointed I can . . . • When I disagree with my partner I can show respect by . . . • I am being a good friend when I . . . Turn and Talk With a Friend:

• Asking if it is okay before you take something

• Explain what good sharing looks like.

• Laughing at someone sitting alone on the playground

• How would someone feel if you broke their toy on purpose?

• Making a big mess and walking away

• How can you tell if someone is lonely?

Figure 4.3: SEL transition strategies chart. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

• Silent, Imaginary Speed Ball (see page 199) Turn and Talk With a Friend: • Name three places you might meet a new friend. • What are the things you can do if you want to play with a new friend on the playground? Name: • The ways that students can help each other in the classroom, at recess, or at home. • The ways you might greet a friend, a peer you don’t know, or an adult.

• A person interrupts your friend when he is telling a story. Turn and talk with your partner about a better choice. • You and your friend want to play a game together but you each want to play a different game. What could you do? • A friend steals something from the school store. What would you do? • You are planning to play video games with your friends this afternoon but the power goes out. What will you do instead? • You are about to win a race when you notice one of the other runners is hurt. Do you keep running or stop and help them?

Transitions to Ground or Calm

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Think of the value of a team of teachers working together to generate transitions that focus on the five SEL building block components that specifically correlate to SEL grade-level essential standards. This type of focused, intentional teaching requires proactive purposeful planning. Therefore, in chapter 5 (page 223) we discuss the importance of planning SEL transitions throughout the school day and provide planning tools and specific ideas for making this manageable for teachers.

Maria watched as Daniel and Maggie cleaned up from their reading center using the breathing exercises she was leading the class through during the transition. She smiled as the two of them laughed together at blowing out their finger-candles. Later in the day, while Daniel was working on his writing, he threw his paper across the room. “It’s not perfect!” he cried. Maria went to him and suggested he try breathing, but he just put his head down and sobbed. “I can’t! I try to be perfect and not get upset and everyone else is perfect, and I just can’t!” Reflecting on this made Maria realize that Daniel is putting a lot of pressure on himself to “be perfect” but he does not necessarily know what this means. It seems like an unattainable goal. To even learn to use these self-regulation strategies, Daniel must begin to understand how to set a goal and achieve it through small steps so that he can celebrate his successes along the way. Come to think of it, all students benefit from goal setting, Maria thought. What if we incorporate goal setting into our classroom?

Essential SEL standards can be made into student-friendly “I can” statements and used for student goal setting. When students know their learning targets, they are not only more likely to learn the skill but are also using and practicing a cognitive executive functioning skill (namely, goal setting) needed for academic learning and something that is a lifelong skill. Edwin A. Locke and Gary P. Latham (2002) find that setting higher goals yields greater effort and performance. Experiencing guided goal setting with a teacher helps to develop the child’s executive functioning which supports the academic cognitive skill area as well as the area of emotional regulation (SEL building block component 4). Goal setting should require shared ownership on the part of the teacher and the student. It is important for the teacher to facilitate the process, but it is just as important for the student to take personal ownership in the act of goal setting. Student goal setting becomes meaningless if the student is not part of the process. Matthews (2015) shows that people are 33 percent more likely to accomplish a goal when the goals are recorded, shared with others, and frequently updated.

2. Student Goal Setting

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Self-Awareness and Self-Management Skills I can identify feelings I can identify and emotions (happy, my feelings. surprised, sad, angry, proud, afraid, and so on). “I am sad.”

Scared

Sad

I can use tools and strategies to help manage my feelings and emotions. I can try to calm down by . . .

I can use words to share my feelings and emotions with others. “I am mad because . . .”

Happy

Excited

taking deep breaths

counting to ten

thinking happy thoughts

Someone Someone teases me. gets in my personal space.

Source: Kerr et al., 2021, p. 81. Figure 4.4: Self-awareness and self-management skills goal card.

Let’s take the first learning target and think about how we would monitor if students have achieved their social-emotional goals. At a planning meeting, a team of kindergarten teachers determined they would use goal setting with the students and would monitor the children’s ability to identify feelings and emotions (SEL building block 1: self-awareness). The team introduced the concept to the students by reading books connected to feelings and emotions, and students engaged in learning activities that required them to identify and label a variety of feelings. The team then decided to create a chart that included visual examples of various feelings and emotions for the students to use when they entered the classroom each morning. The students would each take a clothespin with their name and picture on it and place it on the feelings chart. If the student wishes to keep their feelings private from the class but wants to share with the teacher, they may place their clothespin backwards so their name is hidden from public display. This activity would not only take attendance and allow the students to practice identifying and sharing their feelings but would also communicate to the teacher which children may need a check-in before the day starts.

I didn’t get a turn.

The question becomes, How can teachers help facilitate social-emotional goal setting so it is meaningful and manageable for the teacher and the students? Look at the goal card in figure 4.4. These are four essential learning targets that progress and build on one another. They could be four core essential learning targets at kindergarten that students focus on for the entire school year, or they could be goals to focus on for one to two months such that all lessons connect and build on these four essential learning targets. To learn more about how to create goal cards using learning progressions, visit go.SolutionTree.com/PLCbooks and refer to the book What About Us? The PLC at Work Process for Grades PreK–2 Teams (Kerr et al., 2021).

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It is important to know that although these skills have a natural progression, they are developmental and may take some students longer than others. Also, students may show inconsistency with demonstrating certain skills based on their current emotional and physiological states. Many of these skills are built over time through life experiences. Keep in mind, the components are building blocks and some students may not have a strong base to support secure SEL growth in the higher blocks. The object is not to expect mastery, but rather for a student to demonstrate knowledge of the concepts and skills and show growth. The age and independence of the students will determine the level of support they need in monitoring their own goals. Teachers with younger students might strategically house and organize students’ goal cards, whereas older students may take more responsibility in maintaining and monitoring them. Or, the teacher may just use this as an interactive teaching tool used during instruction. We share additional information about monitoring students’ growth of SEL in chapter 6 (page 293). Student goal setting can be more individualized for students as well. For instance, teacher teams can use universal screeners, common formative assessments, or informal observations to help students with individualized SEL needed areas of growth. Look at the individual SEL student goal card in figure 4.5). This teacher used an assessment tool to determine that a student was struggling with keeping her hands and feet to herself at the carpet, in line, and at recess. The teacher created a personal goal card for the student and conferenced with her regarding its use and purpose. The teacher then decided that the student’s goal card would be taped onto her desk, so it was a consistent visual reminder. When the student was able to keep her hands and feet to herself at the carpet, in line, and at recess, the teacher would check in with the student and give positive verbal praise. The student would then be given a star sticker to be put on the goal card. When the student modeled the behavior five times, the goal card would be completed and sent home for the student to share with her parents. The goal card also became the teacher’s informal data collection tool, serving as a record that demonstration of the skill was observed.

During the two or three weeks of this unit, the teacher can make general student observations and plan for specific days to engage with students by asking them questions like, “Can you point to the excited face on the chart?” or “Can you make an excited face?” This quick check-in then serves as an informal assessment to help the teacher determine which students can or cannot identify and label feelings and emotions. For students who can accurately identify feelings and emotions, the teacher can quickly conference with them sometime during the week and have them place a sticker on or punch a hole in the applicable star on their goal card. For students still learning, the teacher might decide to use small-group targeted instruction to support them with extra time and guidance to learn the skill.

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I can keep my hands and feet to myself.

Although most of the students may be working on one goal card over the course of one to two weeks, children who require more individual and targeted goals may need to have their goal tracking broken down into more concrete periods of time. They will require a higher level of positive and specific reinforcement for their behaviors to change (Fosco, Hawk Jr., Rosch, & Bubnik, 2015). In these situations, teachers can give the students a new goal card each day, with the intention of the child demonstrating the targeted behavior at least five times in one day. In these cases, the child will not master the goal by achieving the five stars but instead will see themselves as continuing to be on their way toward the goal. These daily cards can be tangible evidence for the child and their family of the progress the child is making and should be a source of daily celebration and reflection. Be sure to date each goal card and note how many stars the child achieved before sending the card home. This information can serve as data to reflect the child’s overall progress toward this goal. Some students may need a more complex goal-tracking system. We recommend talking with the school counselor, behavior specialists, or special education teacher to develop a meaningful individual behavior plan. In these cases, it is often helpful for the team to take pre-data, or data before an intervention begins, to determine patterns in the student’s behavior, identify common antecedents or triggers, and note the typical consequences of the behavior. These data are often called ABC data, which stands for antecedent, behavior, and consequence. It’s important to consider how goal cards will be managed and maintained by the teachers and students. Some teachers might not have assigned seats for students within their classroom, so goal cards can be placed in the students’ cubbies where they keep their personal belongings, put in the students’ personal classroom mailboxes, stored

Figure 4.5: Individual SEL student goal card.

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in a special folder to serve as student goal portfolios, or hung on rings in a designated area of the classroom set aside for student goal cards. Again, in this situation, the expectation is student growth and learning.

I can ask a friend or trusted adult for help when needed.

SEL Skill: Asking for help when needed

I can statement in student-friendly words: • I can ask a friend or trusted adult for help when I need it.

At recess when I fell I asked Akash if he would take me to the nurse to get a Band-Aid. I didn’t understand the directions on the 3-D shapes math task and asked Mrs. Gupta if she could help me.

Figure 4.6: Reflective student goal card—asking for help.

At this point, you might be saying, “Wait, you want me to create personalized individual social-emotional learning goals for each of my students? How is that manageable?” Imagine that at a meeting your whole team identifies a list of expected essential social-emotional skills and generates corresponding I can statements. Next, one or two team members volunteer to make a template and add pictures to the various student goal cards you created. You’ll notice that in figure 4.6 the SEL skill is about asking for help when needed. The team used student-friendly language and changed the wording to I can ask for help from a friend or a trusted adult when needed. Some students may consistently already ask for help when needed, while others may really struggle in this area. These students may get a different student goal card that better fits their needs, such as the example in figure 4.7. These two goal cards help students reflect on their goals and give personal examples of when they use that SEL skill in real life.

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I can practice self-talk in different situations (to help calm myself, to praise myself for my accomplishments or maybe when I need to do hard things). I can do hard things.

I can statement in studentfriendly words: • I can practice self-talk in different situations (to help calm me or to praise myself for accomplishments).

Writing is really hard for me and I didn’t want to get started but I kept saying in my brain, “Liam you can do hard things.” I was playing a game at recess and my partner won and I was really upset, but I said in my brain, “Liam it’s ok, maybe you’ll win next time.”

Figure 4.7: Reflective student goal card—practicing self-talk.

Teachers can decide what works best for scheduling time for students to reflect and share their progress. Some may make time with a daily routine during the last five minutes of the day, where students are given time to reflect on their student goal cards. During this time, students can make real-life connections, put meaning to context, and monitor their own goals. Alternatively, other teachers may offer a weekly routine on Fridays during morning meeting when students have opportunities to reflect on their week, share with a friend the various times they used that skill, and also have time to hear and celebrate their friend’s accomplishments or struggles. After a few weeks, students are given time to reflect on their goal in a journal-writing activity at the start of the day or during writing time and describe how and when they used these skills over the course of a few weeks or during the month. It is not realistic to think that a teacher will generate every personalized goal card needed for their students, but it is a start, and something the team can share electronically, store in a shared file, and add to over time. Instead of just randomly assigning goal cards to students, teachers can use data gathered from team-generated common formative SEL assessment tools (see chapter 6, page 293) to help determine students’ areas of need. When doing this, we make the learning more focused and targeted for our students.

Practicing selftalk in different situations (to calm or to praise self for accomplishments)

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We suggest when trying something new to start off small. Therefore, you just may want to try this out with a few students and over time build up to include SEL goal setting with all students. For this to be sustainable, the process must be well thought out by the teacher, clearly understood by the students, and consistently monitored by both teacher and students. Overall, student SEL goal setting should be a positive experience and something that is accessible to all students. Virtual Learning Tip

3. SEL Daily Routines Teachers can create SEL daily routines or incorporate SEL into any existing routines that are part of the regular school day. The following sections will focus on incorporating SEL into the following typical teacher routines. • Morning meetings • Social-emotional calendar routines • SEL interactive whiteboard activities

Morning Meetings Daniel and Maggie dragged themselves into their classroom looking rather glum. Maria greeted them happily and reminded them to go through their daily morning routine. She was glad they seemed to be becoming such good friends. She was worried about how today would go for them based on their emotions this morning. She had been noticing that she could predict how the day would go for both of them based on how their mornings went. On days when one of them appeared to be disorganized and dysregulated and had difficulty remembering the classroom routines, she knew the rest of the day would be like this as well. Maria had come to realize that on days when they came in so glumly, Daniel could end up with negative thinking that would lead to an outburst if she did not step in. Luckily, Maria thought, we have morning meeting to help us mentally transition into our school day and organize ourselves for the day. Maria had begun increasing social-emotional learning into her morning meeting. It was saving her time, changing the tone of her school day, and teaching vocabulary she could refer back to when students had big emotions.

During virtual learning experiences, teachers may want to show the goal card visual at the start of the lesson or learning so students know their learning expectations. They can show the visual again at the end and ask students to reflect on their learning and any goals they accomplished throughout the lesson, during that day, or within the week. Students who can write may create their own goal cards under the direction of the teacher.

Effective SEL Teaching Practices and Strategies in Elementary Schools

Virtual Learning Tip Teachers are easily able to follow the same pattern of activities for morning meeting and can occasionally utilize breakout groups to allow for students to feel more connected to others during the greeting and share patterns. In the virtual setting, this routine will be invaluable for building community (Kelly, 2020).

Table 4.1 describes each SEL building blocks component in a traditional morning meeting routine following the Responsive Classroom’s evidence-based approach and provides examples of how to directly embed SEL skills. Table 4.1: Embedding SEL Skills Into Morning Meeting Example Morning Meeting Component Greeting

What It Looks Like Students greet one another by passing a handshake or high five around the circle.

Where to Embed SEL Skills • Directly teach behaviors of eye contact, speaking voice level, and smiling to greet someone. • Ask the class to think about how they feel when a peer smiles at them. Build awareness of emotional responses to being greeted. • Add in silly greetings to connect with taught SEL skills.

Message

Activity

Teacher writes a message to greet students and discuss what will happen that school day. Often involves engaging questions to encourage student participation.

• Embed SEL questions directly related to what is being taught and discussed into the morning message.

Teacher uses a fun activity, song, or game to allow students to get up and move. The goal is to build community while having fun.

• Play games directly related to SEL skills.

Students have opportunities to share something about themselves.

• Specifically teach presentation behaviors of voice level, body placement, and eye contact when sharing.

• Include model statements of how the teacher is feeling and why, based on the targeted SEL skill. • Ask students to think ahead in their day and predict what SEL skills they may need and how they will react in different situations. • Ask students to reflect on how they feel during games.

• Ask students to share events from their past that correspond with the SEL skills being taught.

Source: Adapted from Bechtel, Clayton, & Denton, 2003.

Many elementary school classrooms start each day with a variation of a morning meeting, opening circle, or family meeting. No matter the terminology, this familiar, daily structure allows the students within each classroom to develop a community, connect with the teacher as well as their peers, share their thoughts and perspectives, and review the daily routine. This one routine promotes the development of SEL building block components 1 (self-awareness), 2 (reciprocal engagement), 3 (social awareness), and 4 (emotional regulation) and executive functioning. Morning meetings provide a safe, comfortable start for each school day (Dabbs, 2017; Williams, 2011). This already-established daily routine gives teachers an excellent opportunity to teach, model, and practice social-emotional learning skills.

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These morning meeting routines begin with students greeting one another (SEL building block 2: reciprocal engagement) followed by a shared reading of an opening written message from the classroom teacher. There is then an opportunity for students to review the schedule, set goals for the day (SEL building block 4: emotional regulation and executive functioning), share something about themselves, and participate in a game or an activity (SEL building block 3: social awareness).

Maria gathered her class on the rug they use for a meeting area each day. The students sat around the edge of the rug, facing inward. “Good morning!” Maria announced. “It’s wonderful to see you today! Let’s begin our greeting. Today we’ll say hello in Spanish—Hola! When it is your turn to greet your friend, turn your body all the way around so you are knee to knee. Look your friend in the eyes and smile so they feel that you are happy to see them. In a big voice, greet your friend by using their name.” Maria’s directions reminded the students of the specific social behaviors she expected them to use during this time. “Who can show me what that looks like?” Johnny raised his hand, and Maria asked him to greet his neighbor. As the greeting spread around the circle, Maria smiled at the students and provided gentle reminders to make eye contact, turn, and use their friendly voices. When the greeting reached everyone, she addressed the class. “Wonderful. This week we have been talking about identifying our emotions. Give me a quick thumbs-up if you noticed that you felt happy when your friend looked at you and smiled.” This whole-group response encouraged everyone to participate, without taking time to listen to individual answers. Maria kept the pace of her morning meeting going. “Turn your bodies to see today’s message,” she told the class, and because this is a practiced skill, the class quickly moved to their spots on the rug where they could see the message.

“Dear Fantastic First Graders! Today is Tuesday, October 28th, 2019. Today we have PE and music. I noticed I have two feelings about book character day on Friday. I am excited to share my costume with you, but I am also a little nervous that I’ll be wearing a costume to school. Who else feels that way? Have a great day! Love, Mrs. Smith.” The class read the message two times. As they read, Maria changed her voice to reflect how she was feeling with each emotion word. “I wonder if anyone else is feeling this way about Friday. Without talking, put up two fingers in front of your chest if you are feeling two feelings about Friday. Put up one finger if you are feeling one feeling, and three if you have three feelings!” She waited while the students thought and then shared their fingers.

The following is a vignette that shows what this might look like in the classroom and how it could possibly play out.

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“Johnny, put your fingers in front of your chest, don’t wave them in the air! Wow—I see some people just have one feeling, while others have two or three! We have a lot of feelings in this room! It is normal to feel two or more feelings about one event. It feels mixed up inside, but events can make us feel many different things. Time for our game. Who wants to lead Simon Says?”

Maria has her class sign up for when they have something they would like to share with the class and allows three students to share a day. Each child shares quickly, and then the class moves on to its next subject. On this day, Maria decided not to add any additional social-emotional skills to the share period. Tomorrow, she’ll give a reminder on the specific social skills needed for this share time and may ask a student to elaborate on how they felt during the story they shared. She worked to keep her morning meetings to no more than twenty minutes, which means making professional decisions about when to emphasize social-emotional learning and when to move on. Teachers or teacher teams can use the template in figure 4.8 to specifically plan where to embed the SEL building block components, standards, and learning targets into morning meetings. Morning Meeting SEL Activities Template Social-Emotional Learning Target

Morning Meeting: Message (suggested phrases to embed in the message)

Morning Meeting: Group Questions

Morning Meeting: Activities, Games, or Share

I can identify and label feelings and emotions.

“Today I feel happy.”

“Look at the picture. How does this animal feel?”

Match that emotion freeze dance:

“Yesterday we read Knuffle Bunny. I think Trixie must have been worried when she lost her bunny.”

Figure 4.8: Morning meeting planning template—example.

The teacher plays music while the class dances. When the music stops, the teacher puts up a picture of an emotion and the class makes that expression (usually with exaggerated, fun but silent actions). continued

After the game, Maria again asked for a show of fingers of how many emotions they felt during the game. “Simon Says always makes me nervous! I’m worried that I’ll miss something,” she shared. “Did anyone else have a different feeling?” She chose one student to share, and then moved on to the sharing portion of morning meeting.

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Social-Emotional Learning Target

Morning Meeting: Message (suggested phrases to embed in the message)

Morning Meeting: Group Questions

Morning Meeting: Activities, Games, or Share

I can identify my feelings and emotions.

“I am feeling excited to be here this morning!”

“How are you feeling this morning?”

Feelings charades:

“I am happy because we are going to have fun in math today!”

“How are you feeling about going to PE today?”

I can identify how my body feels with different emotions.

“I am feeling nervous about trying something new in science today, but I think it will be great!”

“How do you think I felt when the fire alarm went off during our math lesson yesterday?” (Attaching emotions to someone else)

“I feel like dancing today because I am so excited for math!”

“When you feel happy, where do you feel it in your body? Head, stomach, arms, or feet?”

“My stomach is tight today. I am nervous about what will happen in our read-aloud.” “My arms feel tight and stiff. I am frustrated we cannot go out to recess again because of the rain.”

I can express my feelings and emotions with appropriate words or actions.

“How did you feel when your mom told you to get out of bed this morning?” (Attaching emotions to past events)

“I am feeling happy about our dance party this afternoon, so I am smiling.” “I am so frustrated about the rain today! I will take some deep breaths and think about good choices for indoor recess.”

“When you feel frustrated, where do you feel it in your body?”

“When you are happy, how do you show it? Smiling, dancing, friendly voice, or laughing?” “When you are feeling angry, what strategies do you like to use? Take a deep breath, get a drink of water, go for a walk, or talk to someone?” “When you are feeling sad, what helps you feel better? Talking to someone, being alone, getting a hug, or moving around?”

Visit go.SolutionTree.com/instruction for a free blank reproducible version of this figure.

“I’m feeling because .”

Mindfulness moment: Students can do a mindful moment where the teacher walks them through paying attention to each part of their body—from the feet to their head—to notice any particular feelings that might be linked to different emotions (Waterford, 2019). This calm activity does not need to involve sharing out observations unless students chose to. The teacher may opt to make her observations aloud, so the students understand the process. Act, pause, rewind, and act again: Student groups can create skits to share during morning meeting around a character not recognizing and expressing their emotions and then “rewinding” and changing the scenario with the character expressing their emotion to others (Copeland, 2015).

“I am feeling frustrated because we can’t go outside for recess today.”

One person chooses a feeling to act out silently. The class gets to guess what the student is acting out. Provide a feelings chart to give concrete feeling words.

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Social-Emotional Calendar Routines Embedding the SEL skills into morning meeting is working well, but I need more of a routine to make it more powerful, Maria thinks. It cannot just be me using the vocabulary. Images are so much more meaningful. How can I bring visuals into teaching SEL skills in morning meeting and keep it brief?

The goal of the SEL calendar is to use the embedded pictures as tools to help engage students in rich discussions about social-emotional learning concepts and provide a time when students can build and practice SEL skills. Figure 4.10 (page 177) is a sample graphic organizer which contains various teacher questions and prompts that correlate to each picture on week one and two of the monthly calendar. To make this an interactive and engaging activity, teachers can have students turn and talk to a partner and then share out their ideas with the whole group.

Many teachers have students interact with the monthly calendar as part of their daily routine. Interactions may include questions about the date or a special holiday, or connect to the mathematics curriculum (for example, “Today is November 4th; Sanjay’s birthday is two weeks later. When is Sanjay’s birthday?”). A great way to incorporate social-emotional learning is using a daily calendar routine with the use of visuals. Using visuals to ignite rich classroom discussions can be very powerful. Ghulam Shabiralyani, Khuram Shahzad Hasan, Naqvi Hamad, and Nadeem Iqbal (2015) share results from research where using visual aids ignites thinking and strengthens the learning environment within the classroom. John Hattie’s book, Visible Learning (2009; see also Hattie & Donoghue, 2016), supports the use of metacognitive strategies as a teaching practice, which has been proven to positively impact student learning. Therefore, an SEL calendar routine which involves the use of higherorder thinking skills to analyze one’s own thoughts, ideas, emotions, and feelings can be a powerful and useful practice. This routine should move quickly to not take up core instructional time. Pictures centered around social-emotional learning can be printed and displayed on a classroom calendar. As you can see, the sample calendar in figure 4.9 (page 176) has a theme. Each week of the calendar focuses on a different essential SEL standard and correlates to the student-friendly goal card seen in figure 4.4 (page 165). Teachers can make this a daily or weekly routine depending on their students’ needs.

Monday

counting to ten

Tuesday

taking deep breaths

thinking happy thoughts

I can try to calm down by . . .

I can use tools and strategies to help manage my feelings and emotions.

I didn’t get a turn.

Wednesday

Someone Someone teases me. gets in my personal space.

“I am mad because . . .”

I can use words to share my feelings and emotions with others.

Thursday

November

Friday

Saturday

Figure 4.9: SEL monthly calendar—example.

Monday

Excited

Sad

Happy

Scared

“I am sad.”

I can identify feelings I can identify and emotions (happy, my feelings. surprised, sad, angry, proud, afraid, and so on).

weekend

Sunday

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Excited

Sad

What do you notice about the expressions on each of the faces? How are they similar? How are they different? What do you think the child is thinking about? What is something that could have made this student happy?

Day 1:

What do you notice about each of the faces? How are they similar? How are they different? Can you make a silly face? How do you know that this is a mad face?

Day 2:

Can you identify each of the six emotions? How are you able to tell the differences between each emoji? What helped you determine which is happy and which surprised? Turn to your partner, and model different emotions and see if your partner can guess.

Day 3:

How do you think the dog feels? What clues did you use to help you make your best guess? What are other words that can be used to also mean sad?

Day 4:

Figure 4.10: Weekly calendar teacher questions and prompts—example.

Happy

Scared

I can identify and label feelings and emotions (happy, surprised, sad, angry, proud, afraid, silly).

SEL Standards:

Self-Awareness

SEL Focal Area:

Week 1:

November Calendar

Teacher Questions and Prompts

continued

Look at the picture. Describe what you see. Thumbs up or down if you think the boy is scared or nervous. What clues did you use to help you determine he was happy? Turn to your partner and show them your scared face versus your happy face.

Day 5:

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How are you able to recognize when you are worried or nervous? What differences do you feel in your body when you are happy versus when you are worried or nervous? What can you do to help calm your body when you are worried or nervous?

Day 8:

What types of things can make someone angry or mad? What reaction happens in your body when you start getting angry? Thumbs up or down that it is OK to feel angry. (Share that it’s OK to have any feeling you have, but not OK to hurt yourself or others when you are mad or angry.) What does angry look like, and what can you do when you are angry?

Day 9:

Turn to your partner and share one thing that makes you happy while you are at school and one thing that makes you happy outside of school. How can you tell when you are happy? How do you feel inside and how can other people identify when you are happy?

Day 10:

Day 12:

How do you think this person is feeling? How do you know? Who are the people in your life who you can ask for help when you feel afraid or scared? What are the things that can help a person when they are scared or fearful?

Day 11:

What are some words that can be used to describe this person’s emotions? What body feelings match this emotion? When you experience this emotion what body feelings do you have? What things can you do to help calm your body? If your friend is feeling this emotion, what actions can you take to be a good friend?

Visit go.SolutionTree.com/instruction for a free blank reproducible version of this figure.

SEL Standards:

Self-Awareness

SEL Focal Area:

Week 2:

November Calendar

Teacher Questions and Prompts

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Effective SEL Teaching Practices and Strategies in Elementary Schools

Virtual Learning Tip In a virtual learning environment, you can make virtual calendars or include these pictures on a shared slide deck. Students can share their responses in the chat box. Depending on your time, you may choose to put students in breakout rooms to engage in rich discussions and even use a collaborative and interactive shared electronic document (Wills, 2021) as a way to engage students and help them process the content.

SEL Interactive Whiteboard Activities Teachers can use technology to engage students in daily routines. Instead of just talking about social-emotional skills and concepts, interactive whiteboards allow for students to explore the learning through a variety of sensory experiences—visual, auditory, and kinesthetic—that can often occur simultaneously. We enhance the learning experience and provide opportunities for students to practice certain skills when we add in opportunities for students to collaborate and communicate with each other. Imagine students who come in and greet their teacher as part of their morning routine and then, after putting away their belongings and setting themselves up for the day, look to the interactive whiteboard for their daily morning task. What if each morning students have an opportunity to come up to the interactive whiteboard and answer a daily question focused on social-emotional learning? For instance, during planning, teacher teams could create an interactive presentation with multiple slides. Each slide could contain a different message to allow the students to come up to the interactive whiteboard, write their response, and read the responses of their peers. The teacher can then share student responses to the posed questions during the morning meeting as a positive task that helps set the tone and mood for the day.

Teachers can use the planning tool in figure 4.10 (page 177) to jot down prompts and questions that correlate to the weekly calendar. This routine is flexible and can be adapted to meet the classroom’s needs. Teachers may choose to ask one quick question each day when viewing the calendar but then spend more time (maybe five to eight minutes) on one SEL picture during one particular day during the week. Or, teachers may begin the school year only showing one picture each week on the calendar, with the goal of increasing the frequency of this routine throughout the school year. The routine nature of this discussion will support the students’ understanding of SEL across time. Again, at this point you might be thinking to yourself that this seems like a lot of work! Now view this through the lens of having your whole team engage in this practice. Each teacher can be assigned one or two months (depending on the size of your team), find the pictures, generate the prompts, and share them with the entire team. This way, instead of each teacher having to find pictures and create prompts for each month, they will only have to do it one or two times during the entire school year.

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1. Use a sticky note to jot down one kindness you did for someone else during this week. How did this action or event make you feel? 2. After you jot down the kindness, raise your hand. Find another person with their hand raised and partner up. Use your listening skills to hear your partner’s act of kindness, and then share your act of kindness with your partner.

3. Next, go up to the interactive whiteboard and use your data to fill in the picture graph.

Excited

Proud

Happy

Nervous

Feelings, or Emotions, From the Kindness Act Figure 4.11: Interactive whiteboard daily routine.

Figure 4.11 shows an example of a daily routine in the form of an interactive whiteboard slide with questions and prompts. This example asks students to first jot down on a sticky note a kindness they did sometime during their week either at home or in school (SEL building block 3: social awareness) and share it with another student nearby. Next, they are asked to think about how engaging in that activity made them feel and to then go up to the interactive whiteboard and add their data on the class graph (SEL building block 1: self-awareness). After the teacher has finished greeting the students and all students have finished their morning routine, the teacher takes time to pose questions about the graph: How many more students feel excited than proud (SEL building block 3: social awareness; mathematics concepts: measurement & data)? How were you able to decide if you felt more excited versus proud (SEL building block 1: self-awareness)? Did any of you feel nervous or worried before you engaged in the act of kindness, but then feel happy or excited afterward? How does your body feel when it is excited versus proud, or does it feel the same? You will notice how the teachers also included mathematics concepts with the social-emotional concepts in the daily routine. In this example, during planning, the team looked at their mathematics standards related to measurement and data and considered all of the graphic representations related to their grade-level standards—in this case, object, picture, and pico-graphs— as well as standards which require students to read, interpret, and answer questions relating to the graphs. The team decided to create a different whiteboard daily routine for each month (namely, September: object graph; October: picture graph; November: pico-graph, and so on) focusing on both mathematics and social-emotional standards.

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Teachers can also create these interactive whiteboard routines by embedding digital SEL videos into interactive whiteboard slides and using them in a daily or weekly routine. When using SEL videos in daily routines, how can we make them engaging and interactive for our students? For starters, students are not just watching a video; rather, they are watching a video and answering higher-order questions about the video. Embedded in the interactive whiteboard presentation might be a slide which requires students to reflect on the video and prompts the teachers to use thoughtful questioning techniques, serving as a great way to engage students in social-emotional learning. Requiring students to “turn and talk” allows for cooperative learning, metacognitive thinking, and oral language skills. In this scenario, the interactive whiteboard routine might ask students to first partner, discuss, and generate ideas together before sharing out their ideas and having a whole-class discussion. Virtual Learning Tip In a virtual learning setting, teachers can share their screens as the students are entering the virtual room. The shared slide can include the morning message with the question of the day—perhaps asking students to respond about how they are feeling that morning. Students can share their thoughts in the chat box or through a collaborative, interactive digital document. These responses can be turned into a graph for discussion. While the virtual classroom makes it difficult for students to “turn and talk,” it does offer a variety of possibilities for students to respond to a question. Teachers can assign groups of students to breakout groups to encourage more interaction and engagement between students (Wills, 2021).

We provide additional examples of daily SEL routines in the appendix (figure A.8, page 328). Each of these examples includes visuals, questions and prompts, and connections to additional academic content areas. With limited classroom wall space, the interactive whiteboard allows a space for routines with minimal materials and preparation. If you are without this technology, the routine can still occur, but you may think about keeping one structure for a longer period with the same graphic representation but where just the SEL concepts, questions, and prompts change. Think about how students get the opportunity to practice and learn both social-emotional skills and academic skills in these short daily routines. Students are communicating their ideas in writing and orally. They are also interacting with mathematics skills by using graphs and answering questions about the data within the graph. Consider planning a few routines together as a team in a meeting and then asking each team member to create one outside of the meeting to share with their teammates in a shared team electronic folder.

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4. Picture Book Read-Alouds and Reading Comprehension Strategies

Another natural place to embed SEL learning into already-set classroom routines is during picture book read-alouds. Storybook read-alouds provide multiple benefits to classroom communities. They create a shared experience and language as a class listens and responds to a story together. Stories can provide a narrative for academic content, illustrate a concept, or simply provide a quiet time for students to become immersed in language. Yet during a busy classroom day, read-alouds can often be overlooked or under-planned for, especially in the upper elementary grades. As teachers, we tend to grab a read-aloud when there is a surprise free ten minutes in the day, or when we are building interest and background in a new concept. Well-planned, interactive readalouds increase students’ abilities to interact with the text, engage with their teacher and the concepts the book presents, and heighten deeper-level thinking (van DrutenFrietman, Strating, Denessen, & Verhoeven, 2016; see figure 4.12). Read-Aloud Planning Template Book: Squanto

Page Number 2

Question

Focus

When did this story take place? In the present or the past? How do you know?

Identifying genre: language arts

Squanto is meeting the pilgrims. Who are the pilgrims?

Social studies: recalling facts

Look at the faces in these pictures. How do you think Squanto is feeling? How do you think the pilgrims are feeling?

SEL Learning: identifying emotions

Identifying past and present: social studies

Notes Refer to the student’s timelines that were created at the beginning of the year as a reference for the vocabulary terms past, present, and future.

With an extra five minutes to spare before lunch, Maria grabbed the class’s favorite book—The Pigeon Has to Go to School! by Mo Willems (2019). It’s such a silly book, Maria thought, but the students really seem to connect with it. Especially when I act like the pigeon—and ask the class to do the same. It’s funny, she thought, Daniel and Maggie are often the most engaged during read-alouds, especially when the characters have big emotions. I wonder how I can use these to further teach and practice our SEL skills?

Effective SEL Teaching Practices and Strategies in Elementary Schools

Page Number

Question

Focus

Have you ever met someone who dressed differently or looked differently than you? How did you feel?

SEL: perspective taking

What did Squanto teach the pilgrims to do?

Social studies: recalling fact

How do you think the pilgrims felt after Squanto helped them? How many different emotions can you think they may have felt?

SEL: We feel many emotions at the same time.

Notes

Language arts: comprehension

Emotions change over time.

Figure 4.12: Interactive read-aloud SEL planning tool. Visit go.SolutionTree.com/instruction for a free blank reproducible version of this figure.

Read-alouds deepen students’ understanding of social and emotional learning. Stories allow students to experience another point of view, consider new information, or develop empathy for characters (SEL building block 3: social awareness). As teachers intentionally plan their read-alouds, they can embed social-emotional lessons and examples into their planned concepts as well as their academic questions (see figure 4.12). Read-alouds support social-emotional learning in two specific ways. First, books can be intentionally chosen to specifically teach or enhance a social-emotional concept. When the class is working on identifying emotions and using calming strategies (SEL building block 4: emotional regulation), teachers can read books like When Sophie Gets Angry—Really, Really Angry by Molly Bang (1999) to help illustrate the concept. Elephant and Piggie books, by Mo Willems, are excellent for encouraging students to identify emotions within a text. In these books, the characters become overcome with emotions that are easy to identify through the illustrations and dramatic words. By the end of the book, the characters are once again calm, providing classrooms with the opportunity to discuss how the characters used calm-down strategies before resolving their problem. Alternatively, teachers can include social-emotional questioning into the readalouds they are using for their academic areas. If the class is learning about fractions and fair-shares, they may read The Cookie Fiasco by Dan Santat (2016). In addition to planning interactive questions to encourage the students’ problem solving and deeper-level mathematics thinking, teachers can embed social-emotional questioning here as well. In this story, four friends are panicking because they have three cookies and cannot figure out how to fairly share the cookies. While discussing the mathematics components of the story, the students can also track the characters’ emotions as the story progresses. As the class notices how the characters’ emotions change with

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each event, they will be able to connect the events of the story that cause emotional responses (SEL building block component 4: emotional regulation and executive functioning). This will build heightened interest for how the characters solve the problem (in this case, using mathematics). In almost all fiction stories, the characters’ decisions and actions are driven by their emotions. Having students track these emotions and the events around them also supports students’ reading comprehension.

As students read, they may jot down each time a character’s emotions change. These jots can be on a sticky note and placed anywhere in the text this occurred. After the child has finished reading, ask them to review the character’s emotional journey. Often, the character begins happy, but a conflict arises where the character’s emotions change. This change pushes the events of the story onward, until at least the character’s emotions change again for the story’s resolution. Figure 4.13 provides a graphic organizer to help students track a character’s emotional journey. Virtual Learning Tip When teaching in a virtual classroom, read-alouds and picture books can be used in the same manner they are used in the in-person classroom. Often, teachers can find digital copies of the picture book, making it possible for the teacher to share their screen and project the book. If a teacher is not able to access a digital copy, a hard copy will work if the teacher ensures the students can see the pictures in the book they are holding and reading aloud. The reading responses can be assigned through an interactive platform; in fact, even in an in-person classroom students will enjoy responding to books using technology such as collaborative, interactive digital platforms.

A critical factor of learning to read is the ability to understand the meaning behind what we read. In addition to focusing on decoding words and understanding word principles, students must be able to decode while keeping the story’s events and plot in their mind. Many reading comprehension assessments ask students to be able to independently tell what happened in a story from beginning to end. In supporting reading comprehension in fiction texts, teachers can encourage students to identify and track the characters’ emotions and how they change throughout the book. Although students can often retell a story without identifying how the characters feel, the reasons behind the characters’ actions and decisions are usually emotionally driven. Students can retell specific events if they are able to remember the characters’ emotional response that led to or resulted from the event. This also allows the students to begin to infer the reason behind the characters’ actions. If the girl missed her mother and then left the house to look for her, a student can be supported in understanding that the girl left the house because she missed her mother. This basic understanding of how emotions drive our decisions and actions is the foundation of the reading comprehension skills of inferring and identifying cause and effect, as well as understanding the emotions of the world around us.

Effective SEL Teaching Practices and Strategies in Elementary Schools

So the character feels:

So the character does…

First

So the character feels:

The bus driver says the pigeon cannot drive the bus.

The pigeon feels frustrated!

So the character does… The pigeon throws a big fit!

Figure 4.13: Event, feelings, action graphic organizer (template and student example). Visit go.SolutionTree.com/instruction for a free blank reproducible version of this figure.

5. Social-Emotional Learning During Play “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” —Fred Rogers Although there was no specific time to play in Maria’s first-grade classroom, she recognized that her students had a hard time sitting still for her lessons. If only they were as engaged with me as they are when they play house or soccer at recess, she often found herself thinking. Of course, that would probably lead to more frustration from Daniel. But what if I used these moments of play as a way to help him practice calming down, use strategies, and interact with his peers? Is play—when he is the most engaged—an opportunity to guide him in this practice?

Although we often focus on the academic aspects of the school day, from reading, writing, and mathematics to science and social studies, play is a key period during a child’s day where they are actively learning. Whether this is a free play period in a kindergarten classroom, indoor recess in a fourth-grade room, outside recess for fifth graders, or silly moments during second-grade lunch, students are often more actively engaged in their environment during play (Brown, 2009). The very nature of play allows students to engage in SEL component 2: reciprocal engagement (Porges, 2017). This makes these play periods the perfect time to capitalize on teaching and guiding social and emotional learning.

First

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In addition to its emotional component, play also allows us to develop our executive functioning skills of setting a goal, deciding, and revising the plan in order to meet the agreed-on goal. I (Ann-Bailey) remember watching a group of kindergarteners play in the housekeeping center during their free choice time. The group was playing that they were making dinner for a funeral, but they kept running out of food. They kept sending someone to the store to get more food. As an outsider, the play seemed monotonous, but the funeral theme of the play allowed the students to make sense of something that recently happened to them while also exercising their reciprocal engagement and executive functioning skills. By the end of their play they had covered half the classroom in items that represented food for the funeral. Together they decided on their goal (dinner for a funeral) and then worked together to gather anything they could that would make the meal just right, despite obstacles real (not enough toy food) or imaginary (not enough food for all the imaginary funeral guests). Teachers can incorporate SEL during play in two ways: (1) supporting SEL during unstructured play, or (2) directly guiding play.

Supporting SEL During Unstructured Play When teachers take time to observe children at play, without interrupting or guiding the play, they will have an opportunity to see a variety of skills in multiple learning domains (language, motor, social-emotional, cognitive-academic and executive function, and so on) in action. In addition to making observations during this time, teachers can strategically join in with children’s existing play schemes to add additional social and emotional learning themes that the child may otherwise experience in real life. If a group of students is playing in the classroom’s kitchen, the teacher can enter the play and add a new event for the students to react to. If a group of students are pretending to have a picnic, the teacher may add in that a thunderstorm is coming. Through the safety of play, the children will be able to experience reacting to the unplanned change and comforting each other from the storm. Perhaps the teacher pretends to be a family member coming home from school after a bad day, or acts out running out of milk and not being able to go to the store to get more.

The first piece is to understand what play is and why it is important. Stephen Porges writes in the Pocket Guide to the Polyvagal Theory that play is a “neural exercise” (2017). Play, he explains, allows us to naturally experience co-regulation, synchronous and reciprocal behaviors, and increase our social awareness. He states, “Access to the social engagement system ensures that the sympathetic activation involved in the mobilization does not hijack the nervous system, resulting in playful movements transitioning into aggressive behavior” (Porges, 2017, p. 22). In simpler terms, play allows our internal systems to experience a range of different emotions without being triggered into the fight, flight, or freeze response. Play is where we practice having our big feelings and where we develop our safe responses to those emotions.

Effective SEL Teaching Practices and Strategies in Elementary Schools

Just as we challenge children with slightly more difficult reading books, we can challenge children to push beyond their current play schemes (Levine & Chedd, 2007). At times, the teacher can pause the play and suggest an event within the children’s existing, chosen play scheme. For example, the teacher might say, “Let’s pretend we are late for school and we can’t find our book bags. What will we do? How will we act? Show me the face you are going to use!” The students can then go forward with the play scheme, already having been given support and forward planning in the situation (SEL building block 4: emotional regulation and executive functioning). When something upsetting happens in a child’s life, they will often process it through play. It is not uncommon to see a kindergarten student recreating a funeral during free-play periods after a grandparent has died, playing doctor to give a stuffed animal a shot after a traumatic flu shot experience, or even having dolls fight in a way that echoes an argument they overheard between their parents. It is important to not judge the play or tell a child they are being too mean in their play. Instead, adult observers or play partners can comment that, “Wow, you must be feeling really angry to want to hit that doll like that,” or “Your stuffed animal has some big feelings about not getting that flu shot! I can’t believe he wants to destroy the doctor’s office.” These comments do not pass judgement but rather draw the child’s attention to their larger emotion to help them process their feelings. Older elementary students are not as likely to pull out a doctor’s kit to help themselves process a parent’s cancer diagnosis. Instead, provide students opportunities to role play different scenarios (which we discuss in more detail in the section “Directly Guiding Play,” page 188). Role playing games or different theater improvisation games can give older children the same sense of emotional release while allowing them to save face. With older students, teachers can also be aware of how their emotions will come out on the playground. After recess, allow time for the students to process their different emotions. Comment, without judgement, on what you observed: “You looked really angry after missing that goal. That looked pretty important to you. Do you need a moment to get a drink of water before we regroup in the classroom?” Your nonjudgmental observations allow students to recognize their emotions (SEL building block 1: self-awareness) and apply what you have taught them in the classroom.

When the teacher joins in the play, the teacher provides a natural opportunity for the children to playfully respond after processing the newly introduced imaginary emotional situation (SEL building blocks 2: reciprocal engagement, and 4: emotional regulation and executive functioning). In these examples, the teacher has joined the students as a play partner rather than as an adult integrating academics into play. The teacher’s role in these examples has not caused the students to shift from their pretend world to respond to the teacher as a teacher; rather, the students are able to respond from the safety of the pretend play. This allows for authentic problem solving and practice of SEL skills within the play.

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Virtual Learning Tip

Directly Guiding Play What is guided play? According to Tamara Spiewak Toub, Vinaya Rajan, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek (2016), “Guided play maintains most traditional elements of play, especially the enjoyable and engaging nature and the child’s own agency but adds a focus on the extrinsic goal of developing children’s skills and knowledge” (p. 121). The authors describe guided play as being a balance between complete free play and direct instruction. Teachers can specifically set up play schemes for students to play out the social-emotional focus of the week. After a classroom reads a book, the teacher can provide toys or regalia that correspond with the story and make these available during play time or allow them to be accessed during reading workshop as a retelling station. The children can act out the story with the toy characters, emphasizing the characters’ emotional responses. This is a great opportunity for children to explore what it may feel like to have an outof-control tantrum like the pigeon in Mo Willems’s Pigeon series without actually having a risky emotional tantrum themselves. Often, when given access to toys to retell a story, children will begin with the original story and then change the ending. This exploration of alternative endings allows them to ask “what if” questions and explore alternative emotional responses of the characters. Teachers can support this exploration by asking children how the new ending changes the characters’ thoughts, feelings, and decisions (SEL building block component 4: emotional regulation and executive functioning), allowing students to openly explore in these areas to fully enhance their emotional learning. Guided play allows the teachers to informally assess and teach concepts and skills simultaneously in more than one learning domain (language, social-emotional, academic, physical, and so on). I (Tracey) had the opportunity to work with preschool students in an elementary school. Each morning when the student came into the classroom, they would routinely put away their belongings and engage in networking time. This was a time they could take out play materials and engage in play, and they were encouraged to communicate with their peers (building block 2: reciprocal engagement). Sometimes I took the opportunity to just sit and watch them at play to get to know them better

While the virtual environment can make unstructured play difficult, it is not impossible. In this case it will be important to communicate to parents the value of play. Encourage parents to support their child through optional assignments that involve playing together. They can recreate a story together by acting it out and filming it to share with the teacher. Older students can be assigned breakout rooms to create skits in the virtual environment. Interactive play over the computer screen can become as exciting as participating in an improv activity—students enjoy “taking” objects through the computer and pretending to use them before passing them back.

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(likes or dislikes) or take notice of their social-emotional strengths or areas of need. At other times, I would engage in their play schemes and use probing or guiding questions to either informally assess, teach specific mathematics concepts focused on essential mathematics standards, or build their mathematics background knowledge and vocabulary. When I made that shift from observer to play partner, the child moved from engaging in unstructured self or peer partner play to guided play with a teacher.

Often when we hear the word play, we think of our youngest learners, but what about the older elementary grades? Where does play come in there? While older students may be unsure of letting go and free playing in a way that lets out their emotional responses, there are many opportunities to allow them to play as well. Offering them opportunities to write and perform skits is an excellent way to let them act out those bigger feelings. I (Ann-Bailey) once worked with a fourth-grade teacher whose students would not sit quietly or engage in work with her unless they were participating in skits. Putting them in groups and allowing them to write and perform skits suddenly opened them up to sharing about themselves in a way they otherwise avoided. Their skits around SEL or when they reenacted stories for their literature reflected their daily lives.

In one of my guiding play experiences, two students were in the play kitchen, and I joined in their play scheme. At first I observed to see what they were doing, and then I gradually began to engage in their play scheme. I posed carefully crafted questions directed at their essential mathematics standards (sorting and counting) and modeled prosocial skills (using manners, sharing, and so on). In this scenario, students began to bring me all kinds of foods to pretend eat. After I had about twenty items, I said, “Wow, there are so many things here, and I’m noticing they are all different colors. I wonder if we could sort all the food.” Immediately the students began to sort the objects by color, and I just sat back and observed. Next, I said, “Wow, I want to eat all the red foods! They look so yummy. Which ones do you want to eat?” The little girl took the yellow foods and the little boy took the green foods. Finally, I posed the question, “I wonder who has the most food?” In that moment, the students started counting their food items and communicating about how many they had and who had more. During this play experience, I was mindful to continuously model prosocial skills and behaviors. This didn’t take very long, and when I left the play kitchen area, I heard one of the students say, “How many more do you have than me?” In that moment I was able to observe that this higher-level question being posed was very difficult for both students and they were not able to accurately determine “how many more” one student had over another. In this little time, I was able to see them use their social, emotional, and cognitive skills and skills relating to sorting and counting, as well as determine their needed next steps in mathematics concepts relating to comparison.

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A weekly or monthly “Creative Thinking and Building” time is one play approach for upper elementary students that has the potential to also incorporate academic learning. This is a time during the week or month where students are given time and materials (old boxes, empty plastic containers, empty paper towel rolls, tape, scissors, markers, string, and so on) to engage in engineering and creatively design and build something. This is where students get to be creative and practice using social skills while working with a partner or group of peers. It is also a time where students might get a chance to practice previously learned science and mathematics skills (for example, estimating, measuring, or using knowledge about force or simple machines). In these situations, students are provided with an open-ended challenge such as “make a bridge that can hold a human’s weight”—a direct instruction lesson on physics and engineering—and then given open-ended time to experiment with as many materials as they can. These labs lend themselves perfectly to developing the executive functioning skills of setting a goal, creating a plan to meet that goal, and pivoting from the plan as one becomes frustrated and recognizes that the original plan, materials, or goal was not going to work. While students are designing, building, and creating, the teacher is acting as a facilitator of social-emotional learning. The teacher can ask students to identify their goal and reflect on their plans to achieve that goal, comment on how the group is working together, recognize the emotional journey the students are on as they try and fail at their projects, and offer support for emotional-regulation strategies (SEL building block 4: emotional regulation) as students become frustrated. When students complete their creations, they can use literacy skills to write about what they created. They could simply engage in journaling about what was created or be guided to complete a more formal writing task during the language arts block. For example, if third graders are learning about persuasive letter writing, the students could write a persuasive letter to a company telling them why they should buy and sell what they made during their “Creative Thinking and Building” time.

You can embed play through role playing into lessons by acting out different events from history, putting on skits to retell a story read aloud (or adding a new ending to a familiar story the class read), or even acting out word problems. Small, short skits can allow children to engage with the material or act silly or even angry within a controlled environment. We discuss additional detail about the use of skits in the section on “SEL Projects” (page 204). Role playing is also an excellent way to allow students to problem solve and practice different social-emotional scenarios. Include these role plays into your weekly social-emotional lessons and ask students to identify multiple ways to solve a problem, identify an emotion, or be a friend. Often, allowing a child with pent-up anxiety to act as the “wrong” example gives that child permission to let their feelings out in a controlled and appropriate way. While it is not OK to yell at a teacher, it is OK to pretend to yell at the play teacher in one of these skits.

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Virtual Learning Tip

Table 4.2 is a chart that shares examples of guided and unstructured play in various situations. Please note that we are not limiting play to these few areas; rather, this is just a sample so you can begin to see what guided or unstructured play might look like for your students. Table 4.2: Opportunities and Examples of Play Throughout the School Day Topic

Guided Play

Unstructured Play

Retelling or Reenactment Play

Teacher provides figures to act out a story with a group and participates in the retelling. The teacher may act out one of the characters or be the narrator to start the story.

The teacher provides figures that correspond with a book the class has read but does not stay in the area to guide the play. The students may use the characters to act out the book exactly, or may alter the story of the book, change a character’s response to a problem in the book, or have the characters experience a new challenge.

Mathematics Games

The teacher assigns partners to play a specific game or offers the choice of specific games to play during a set amount of time. The teacher may monitor the game to ensure the students are on task and playing the game the correct way. The teacher may play with the students and model good sportsmanship, turn taking, and fair play.

During an open-ended block of time, students are allowed to access the mathematics games they are already familiar with. They choose their partners and may play the game as assigned or may create their own rules or variations. Students can also be given opportunities to create their own mathematics games using the skills they have learned. Teachers can provide a bin of materials that students may want to choose from when creating their game (blank gameboards, blank spinners they can write on, dice, and so on).

Dramatic Play

A teacher assigns students into groups and provides a general topic for the students to write and perform a skit around. The teacher may sit with a group to help them plan out the skit.

A group of students forms independently and creates a skit, play, or dramatic performance around a topic of their choice. The students may choose to record themselves outside of the classroom and share it with the class.

Makerspace or TinkerLab

The teacher provides instruction on an engineering or physics topic and then gives the students a challenge with set parameters. The students are given a set amount of time to use the materials in the makerspace or lab to fulfill the challenge.

A teacher provides students open-ended time in the makerspace or TinkerLab where they can explore the materials and create whatever they want.

In the virtual setting, teachers can provide students with an openended challenge and a list of suggested materials students are likely to have around the house (such as cardboard cereal boxes, paper towel tubes, and newspaper). Students can create their projects in front of the camera while they work together, and the teacher is able to label and coach them through the executive functioning and selfregulation skills they are using. Alternatively, students can work on these projects during their asynchronous time and share their final projects when they return to the synchronous digital classroom.

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Whether you are supporting unstructured play or guided play, many teachers struggle to find the time to incorporate play in their rigorous academic schedules. See chapter 5 (page 223) to learn about how to plan for the various types of play within your daily, weekly, or monthly schedule.

6. SEL-Focused Partner or Group Games

Another interactive teaching strategy already embedded into classroom routines is group and partner games. As with play, these games allow students to naturally engage in SEL building block 2: reciprocal engagement. These games are also an avenue for directly teaching social-emotional learning skills to students. There are several ways to use partner or group games to either teach SEL skills or provide opportunities for students to practice these skills with their peers. In figure 4.14, we list five different ways to use partner or group games to teach SEL to elementary students. We will discuss each of these five ways in the following sections.

Social-Emotional Learning Partner and Group Games

TeacherCreated, Specific-SkillsFocused SEL Games

Purchased General SEL Games

Academic Games With Embedded SEL Focus

Traditional Board Games With SEL Add-On Game Features

Figure 4.14: Types of SEL partner or group games.

Games to Support Inhibitory Control

Maria inwardly groaned as she watched Maggie and Daniel team up to play the mathematics partner game she’d assigned. She normally assigned partners to prevent this from happening, but she’d forgotten this time. I suppose, she thought, that this will be a good opportunity for them to practice their SEL skills. I hope there is not a big outburst. Playing games throughout the day tended to be a cause of problems with many of her students who want to win. For Daniel, games often caused frustration with waiting his turn, deciding who will go first, and playing fairly. Losing seemed to be so upsetting to him. Yet, Maria thought, games are a part of life, and being able to lose is a fairly critical life skill. I can’t just send Daniel to the office every time we are going to play a game, and I know that using games in mathematics can be a very powerful and effective teaching strategy. Something has to change here.

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The following sections will go into further detail on these five types of SEL partner or group games: (1) teacher-created, specific-skills-focused SEL games; (2) purchased general SEL games; (3) academic games with embedded SEL focus; (4) traditional board games with SEL add-on game features; and (5) games to support inhibitory control.

Teacher-Created, Specific-Skills-Focused SEL Games

I can identify and label feelings and emotions (happy, surprised, sad, angry, proud, afraid, silly).

Scared

Happy

Sad

Excited

Figure 4.15: Essential SEL standard in student-friendly language.

Imagine a team of teachers creating a set of cards that have a scenario that matches a picture of an emotion (see figure 4.16). Students can use this one set of cards for multiple games. They can work together to simply match the scenario with the emotion. Give each student a card and ask them to find someone in the classroom that has the corresponding card, or use the set of cards to play the games Go Fish and Memory. Once you create your cards, you can place the set of cards in a plastic baggie and label it with the student-friendly SEL I can statement so it is visible to students.

Sad

Figure 4.16: SEL matching emotions card game example.

You can use games like this, which the team creates and specifically focuses around grade-level SEL skills and concepts, during designated playtime, student choice time,

A teacher team can use social-emotional games to teach students specific SEL skills within the targeted SEL building blocks. For example, figure 4.15 depicts an SEL standard, written in student-friendly language, that we shared in the student SEL goal card in figure 4.4 (page 165).

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or indoor recess, or use them for small-group instruction. You can also send cards home for students to use and play with their families.

Purchased General SEL Games

With so much academic content to teach, it can be difficult to find time for students to play SEL games. We suggest having students play these games during embedded playtime (indoor recess, scheduled choice time built into the daily schedule, or at the end of the day during dismissal). Another time could be when students are finished with their independent work. Often teachers suggest that students read a book if they have completed their assigned task. As an alternative, a student could play a digital SEL game independently or find a partner (someone else who is also finished with their assigned task) to play the SEL board game. Additionally, teachers might want to find time to build specific SEL learning time into their daily or weekly schedule. In this scenario, using a workshop model, students could engage in independent learning with the use of a computer or tablet, or students could play an SEL board game with a partner or small group. This structure would then free up the teacher to work with smaller groups of students who may need more targeted SEL-focused instruction. We remind teachers that it is important to seek out quality social-emotional learning games that specifically connect to your grade-level SEL standards and match students’ skill levels. Therefore, we suggest consulting the school counselor, the special education teacher, or the school’s SEL team for advice on which games to use with students; or seeking out research-based SEL programs with embedded digital gaming components. Having students play SEL computer or tablet games, even daily, is not enough to support a student’s learning of social-emotional concepts and skills. Rather, it is just one piece that has the potential to strengthen students’ social-emotional learning when implemented effectively and used in addition to other effective teaching methods.

Academic Games With Embedded SEL Focus Social-emotional learning can also happen when students engage in academic partner games. As anyone who has spent time around children can attest, games that involve winning and losing often cause big emotions. And at times, those big emotions can become distractions in the classroom. Teachers can be proactive in supporting these moments by embedding social-emotional learning supports within their academic game routines. For example, a teacher might use sentence frames or sentence starters to help students engage in fair play (SEL building blocks 3: social awareness;

In addition to creating specific targeted social-emotional learning games, there are social-emotional board games or various SEL learning activities students can use with a computer or a tablet that schools can purchase for student use. Keep in mind that using digital platforms to teach SEL skills does not include SEL building block 2 (reciprocal engagement). While there is value in these games and activities, they cannot serve in place of meaningful interactions with the teacher and peers.

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and 5: logical and responsible decision making) and practice social communication skills (SEL building block 2: reciprocal engagement) with one another during specific content-focused game playing with a group or partner (see figure 4.17). While playing a game with a friend, I can: 1. Greet my partner 2. Take turns 4. Use kind and encouraging words during the game, such as “Can you please give me the dice?” or “Your turn.” 5. Use self-talk and my strategies to stay calm and focused 6. Win or lose—use encouraging, kind words after the game or shake hands (or fist bump, elbow tap, or air high-five) with my partner: “Nice game!” or “You can go first this time since I went first last time.” Figure 4.17: SEL partner game guide.

If students are to learn these skills, teachers must directly teach and model these skills before allowing students to practice with teacher guidance. On an anchor chart, the students and the teacher can create a set of prosocial skills or regulation strategies (see figure 4.17) to use while playing games. Next, the teacher can play and model the skills listed on the anchor chart with a student partner. In this scenario, the game-playing partners sit in the center as the rest of the class sits around them in a circle, observing them play the game (fishbowl modeling activity). The teacher can stop along the way asking the students in the class questions: What did I do to greet my partner before we started the game? Why do you think greeting your partner is important? What did you notice about my tone of voice throughout the game? The teacher will also want to model examples of fair appropriate play and unfair inappropriate play, as well as examples of self-talk. To do this, the teacher might pause during the game and turn to the student audience and say, “This is what I’m thinking in my brain: Right now at this part of the game, I’m noticing that I’m getting really anxious, I can feel my palms beginning to get a little sweaty, and I’m holding my breath a little bit more than usual on each of my turns. I feel like I might lose this game, and I’m feeling really frustrated. Last time I didn’t win I got really upset and flipped the game board; maybe this time I shouldn’t do that. It’s OK if I don’t win this one time; maybe I can ask my partner if we can play another round and maybe I’ ll win in the next round.” For routine practice, the teacher can print out the prosocial skills and regulation strategies the students generated onto small cards and store them with the academic games that students play. Or, teachers can create one larger card that students can use with any game they play within the classroom. It is important to teach students this classroom routine and have them practice getting the SEL Partner Game Guide during any type of partner or group play. This guide serves as a visual reminder to the

3. Ask questions using a kind tone

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students. These I can cards should include more visuals and fewer words for younger students. Students can reflect on their own game play if this list is given to them on small paper copies with check boxes. After a few rounds, students can use this as a self-reflection tool to help them recognize their own actions during the game (see figure 4.18). Paper copies can be created and collected as data and evidence of students using SEL skills or these templates can be laminated or put into dry-erase sleeves for repeated use.

Greet my partner Take turns Ask questions using a kind tone Use kind and encouraging words during the game such as “Can you please give me the dice?” or “Your turn.” Use self-talk and my strategies to stay calm and focused Win or lose—use encouraging, kind words after the game or shake hands with my partner: “Nice game!” or “You can go first this time since I went first last time.” Other skills I used

Figure 4.18: SEL partner game self-assessment card. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

Traditional Board Games With SEL Add-On Game Features Social-emotional skills can be taught through the use of traditional strategic board games like Monopoly, Chutes and Ladders, and others. Traditional board games innately require students to use wait time and take turns, use communication and listening skills, and follow a set of directions. The use of these board games supports the building of social-emotional skills as well as important mathematics and literacy skills (such as oral communication). To create better student awareness of these social-emotional skills, teachers can add on additional social-emotional components to traditional board games. For instance, teachers can introduce a set of SEL game cards to go along with traditional board games (see figure 4.19 and figure 4.20). In this example, each student starts a board game with six social-emotional skills cards (figure 4.19) and a social-emotional game board mat (figure 4.20). The goal is to receive and give away social-emotional cards throughout the game. By both receiving and giving away cards during the game, students can earn an extra turn or move spaces ahead or back to strategically help them win the game.

While playing a game with a friend, I can:

Effective SEL Teaching Practices and Strategies in Elementary Schools

I can be patient and wait my turn.

I can show honesty.

I can use a respectful tone/voice and words.

I can listen to my friends.

RULES OF THE GAME

I can follow directions.

Figure 4.19: Social-emotional “I can” game cards. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure. Place the 1st card that you receive here.

Place the 2nd card that Place the 3rd card you receive here. that you receive here.

Place the 4th card that you receive here.

Check off a star or place a marker on a star every time you give out a card during the game.

You get an extra turn if you gave 1 card and got 1 card.

You get an extra turn or get to move ahead 1 space if you gave 2 cards and got 2 cards.

You get an extra turn or get to move ahead 2 spaces if you gave 3 cards and got 3 cards.

. . . Extra turn or move up 1 space

. . . Extra turn or move up 2 spaces

. . . Extra turn!

« You get to choose if you get an extra turn or move up or back 1, 2, or 3 spaces if you gave 4 cards and got 4 cards. YOU CHOOSE . . . Extra turn or move up or back 1, 2, or 3 spaces

Figure 4.20: Social-emotional game board mat. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

I can show good sportsmanship.

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This is just one idea of adding on SEL features to traditional board games. We encourage and challenge you and your teammates to use your creativity and talents to come up with other ideas where students can practice social-emotional skills and prosocial behaviors across the school setting.

Games to Support Inhibitory Control

You can also incorporate these games into the transition periods discussed previously (page 159). The following are some games that you can include throughout your day that are appropriate for all ages. • Stop, Watch, Follow Along: One student leaves the room and the class begins to mime a pattern by clapping, foot stomping, and so on (two claps, two foot stomps, tap shoulders, repeat). Once the class has learned the pattern, the student outside the room is invited back in to join. The goal for this student is to first stop and watch the group to learn the pattern and then to follow along. Students who try to jump in before watching will often get the pattern wrong. This game supports the inhibitory response as well as social awareness of following the cues of others (Bellini, 2016, pp. 167–168). • Find the Leader: This game is similar to Stop, Watch, and Follow Along as one student leaves the room. This time, the teacher chooses a leader to create a pattern and change it sporadically. The rest of the class must copy the leader and change when the leader changes. (For instance, the leader might start with a clap, stomp, clap pattern but change to clapping twice and stomping once.) The student returns to the room and must watch the group to identify who the leader is. This game encourages the student to use the social cues of others to find the leader, while the other students must also use social cues to copy the movement patterns (social awareness building block).

Not all games require the use of tangible items or extensive preparation. You can use playful whole-group games or organized activities like obstacle courses (Lillas & Turnbull, 2009) to support students’ ability to control their impulses, stop on demand, and attend to social cues. You can embed these games into morning meeting or shorten and use them during transitions. Games like Red Light, Green Light are prevalent in early childhood classrooms but are not seen as often in middle and upper elementary classrooms. Yet these games are often exactly what students need to support their social-emotional regulation in a safe setting. The disappointment or frustration a child feels during a game when they lose their impulse control and act without thinking is a smaller version of their emotional response when faced with a larger problem. Aside from asking the child to practice using impulse control, these games allow children to experience those moments of frustration, practice using self-calming strategies, and develop competence in coping with those emotions.

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• Silent Imaginary Speed Ball: The students stand in a circle large enough so that everyone can see each other. The teacher throws an imaginary ball to someone in the circle, and that person is expected to throw it to someone else. Because there is not a real ball, this game requires students to track social cues and eye contact, as well as use impulse control to not just jump at the pretend ball. The game becomes more fun once the teacher models funny catches or throwing the ball in dramatic ways, such as catching the ball as though it hurt.

• Laughing Tissue: The teacher stands on a chair and releases a tissue into the air. The class is allowed to laugh as hard as they can as long as the tissue is falling, but as soon as it touches the ground everyone must be silent. This works on inhibitory control in the social-emotional regulation building block. • Freeze Dance: The teacher plays music as the class dances, and when the music stops, the class freezes. Anyone moving after the music stops must sit down. This targets the students’ ability to control their movements and stop on demand (social-emotional regulation). These dance parties can also include going from dancing quickly to suddenly moving slowly. Asking students to shift movements from fast to slow or from fast to freezing allows them to practice this modulation of movements (Lillas & Turnbull, 2009). • “Do when I say ”: Teachers can use this version of Simon Says for preparing students to listen and attend to the teacher for transitions. The teacher gives students a set of directions (for example, hop up and down, do jumping jacks, find a partner) and tells them not to move until they say “go” (or the targeted word). The teacher then says anything besides go (goldfish, gold, gopher) and the students must listen carefully to hear the correct word. This game works best if it is used during a transition when the teacher begins using an animated voice and high affect and then slowly down-regulates their body language and voice until they finally whisper “go.” • Obstacle Courses: Obstacle course games and activities ask students to practice their ability to follow a sequence of movement activities while regulating themselves and modulating their movements to follow the course (Lillas & Turnbull, 2009).

• Mirror Game: In this game students can either be in pairs or follow one group leader. The idea is for one person to act as the mirror of the partner or leader and to copy their movements and behaviors exactly. This works skills within the reciprocal engagement, social awareness, and social-emotional regulation blocks, particularly in the area of inhibitory control.

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Virtual Learning Tip There are many interactive partner games available to use in the virtual classroom. Though the setting is different, the concept is the same. We recommend exploring Theresa Will’s website (www.theresawills.com/games) for virtual interactive game recommendations.

“Today is the worst day ever!” Maggie yelled as she stormed to her seat after Maria asked her to take a break from playing a partner game. Maria sighed. For Maggie, every day was the worst day ever. Maria mentioned this to the school counselor, who suggested having Maggie start journaling about her day to reflect on both the good and the challenging times of the day. That’s a great idea, Maria thought, for my students that like to write. In fact, I’m going to try that with all my students. But Maggie and Daniel hate writing! How can I help them to journal their feelings as well?

As you introduce the new SEL building blocks or SEL competencies in your SEL curriculum, students can reflect on these ideas in journals. Journaling is an excellent way for students to individually show what these new concepts mean to them. This can become a daily or weekly routine done at the start of a student’s day or after a student finishes an assigned learning task (for example, instead of reading a book when a student completes an assigned task, they can journal). We have provided a list of general SEL-focused journal prompts in the appendix as guidance (figure A.9, page 331), but we feel strongly that the prompts should be team generated and specifically designed to target essential SEL grade-level standards or to support students’ individual SEL needs. Also, consider allowing students to pair drawing with their writing, or encourage them to create a graphic novel that portrays their feelings and thoughts on the given topic (see figure 4.21). Graphic novels break down thoughts into small boxes, encouraging students to think in a linear, cause-and-effect manner, which is essential for comprehending SEL. In using the graphic novel approach, you can place the main problem-solving situation in the center of a pre-created comic strip. Then, ask the students to draw and write what happened before and after that social situation (see figure 4.22). This supports the students’ SEL building blocks 4 (social-emotional regulation) and 5 (logical and responsible decision making).

7. SEL Journal Writing

Effective SEL Teaching Practices and Strategies in Elementary Schools

It was finally time for lunch. I was so hungry.

I ran to line up and my teacher told me to go to the back and sit down.

I was angry!

I kicked my table and my teacher made me sit with my head down.

Figure 4.22: SEL comic strip journaling activity—template.

Outside of specific journaling, include SEL skills in your traditional writing workshop. Encourage your students to reflect on how their character feels, what made their character feel that way, and how the character is going to solve their problems. If the student is writing a personal narrative, use graphic organizers to have the student draw out their emotions from a specific event and record them on the paper (see figure 4.23, page 202, and figure 4.24, page 202). Remind them that including what a character is thinking and feeling creates a more powerful experience for the reader.

Now my teacher is mad, and so am I. Next time I will take a deep breath instead of kicking the table.

Figure 4.21: SEL comic strip journaling activity (student example). Visit go.SolutionTree.com/instruction for a free blank reproducible version of this figure.

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First I felt…

Then I felt…

And I thought…

So I… 2. 3. 4.

Figure 4.23: First/then feelings organizer. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

I was thinking…

I was feeling…

Figure 4.24: Emotion and action chain graphic organizer. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

Students also benefit from maintaining daily journals that allow them to track their day-to-day emotions (SEL building block 1: self-awareness). This is especially useful for students with all-or-nothing thinking, who may end their day thinking, “This was the worst day, ever!” even though they had a great day until someone stepped on their foot at the end of the day. Emotional tracking journals will also support your goal-setting work. Ask students to reflect on how they feel after they get back a test, and have them make a goal and plan for the upcoming unit (see figures 4.25 and 4.26).

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Date: A.M.: I felt:

Big event:

I felt:

Big event:

Figure 4.25: Daily emotional tracking journal. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure. Date: 1/12 A.M.: I felt:

Big event:

Happy

Fun in math!

P.M.: I felt:

Lonely

Big event:

No one to talk to at lunch

Figure 4.26: Daily emotional tracking journal—student example. Virtual Learning Tip In the virtual classroom, teacher teams can provide their students with journaling templates through collaborative digital platforms such as interactive boards, slides, or documents. Students may enjoy these digital journals’ font, color, and template options as a way to better express themselves. Or, using paper or a blank notebook, students can create a physical journal, which can include personal drawings and personal artwork.

P.M.:

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8. SEL Projects Man, Maria found herself thinking, it has been one long year! But I’m so proud of how I’ve been able to notice what my students need and can embed it into the day. The end of the year is going much smoother than the beginning did, and I see real change in Daniel and overall SEL growth in all my students. Now that our team has done this work together, it should be easier to put into place next year.

The use of projects and presentations is a great way to engage learners and integrate multiple curriculum areas, including SEL. These presentations could be done independently or within a small group or with a partner. John Hattie (2009), in his book Visible Learning, states that reciprocal teaching is an effective practice used for student learning. In addition to supporting student learning, this work also creates opportunities for students to practice SEL building blocks 2 (reciprocal engagement) and 5 (logical and responsible decision making). Using this learning structure, students learn through the process of creating and teaching concepts and ideas to their peers, and in turn by being taught the concepts and skills through presentations and projects their peers create. Instead of the traditional model of the teacher instructing the students, in this scenario the students are teaching each other, and the teacher is acting as a facilitator. Students can teach their peers and present the social-emotional learning in various formats. Students can create SEL presentations (see figure 4.27) using various digital presentation software and videos. Also, students could present SEL skills and concepts by using visual poster presentations, acting out social situations in skits or plays, or creating their own SEL-focused songs. Students can also engage themselves in learning through various SEL projects that specifically support literacy and writing skills (see figure 4.28). Ideas may include creating comic strips, bookmarks, magazines or newspaper articles, and stories that teach specific SEL concepts or skills.

One team goal for next year is to increase our use of projects. I shared with my team how Daniel took so much ownership of the project I gave the class at the end of the year, and my teammates also noticed the same for many of the students in their classrooms as well. In fact, it was the most engaged we saw some of our students. As I reflected with my teammates, I wondered aloud if I could have used project-based learning earlier in the year to not just engage Daniel but help him develop his emotional regulation. We all agreed that this would have truly been good for all our students and not just Daniel, so we decided that we would plan for putting project-based learning earlier in the year and find ways to continuously incorporate it into our current curriculum.

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Presentations Reciprocal Teaching Use of oral language skills

Technological displays

Creating content-focused songs

Acting out social situations in skits or plays

Figure 4.27: Using reciprocal teaching methods with SEL presentations.

SEL and Literacy Comic strips Bookmarks Magazines or newspaper articles Brochures or pamphlets Letter writing SEL short stories

Use of Writing Skills Figure 4.28: Connecting SEL and literacy with SEL projects.

Some upper elementary teachers have their classes pair up with younger primary classes and have their students read to younger students (or the younger students read to the older students). Another option is having upper-grade-level students gear their SEL projects toward younger students instead of creating and presenting them to their grade-level peers. It might also be important to use scaffolds to help students create their SEL projects. Figure 4.29 (page 206) is a graphic organizer that students can use when creating social stories. Dexter and Hughes (2011) find that using graphic organizers can support students (particularly students with learning disabilities) with making abstract concepts more concrete and help in transferring knowledge and ideas in new or unusual situations. Christopher Kaufman (2010) breaks down the executive functioning skills necessary during the writing process and states that teachers

Visual posters

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should require all students to use prewriting processes and organizers, not just those with learning disabilities. SEL Short Stories Story Title: Social Situation:

Beginning:

Characters:

Middle:

End: Setting:

Figure 4.29: SEL short stories graphic organizer. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

Social stories help to describe social situations in life and can be used to teach students about social behaviors and social expectations in everyday life (SEL building block 3: social awareness). They can also be used to help students learn about self-concepts and emotions and how our actions (both positive and negative) can affect ourselves and those around us. Historically, social stories have been used to teach students who have difficulty understanding social situations and communicating. However, we argue that social stories are effective for all students. In addition to writing social stories, students can create their own SEL skits. Figure 4.30 is a sample graphic organizer that students could use to create short SEL skits with several scenes. In addition to these graphic organizers, students may need additional scaffolds to be put into place. Martha Larkin (2002) states:

PLOT

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The ultimate academic goal is for students to become independent lifetime learners, so that they can continue to learn on their own or with limited support. Scaffolding instruction optimizes student learning by providing a supportive environment while facilitating student independence.

SEL Skit or Play Title of the scene: Social Situation:

Scenes:

Problem: Solution:

Scene 1:

Characters: Scene 2:

Setting:

Scene 3:

Props:

Figure 4.30: SEL skit or play organizer. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

Therefore, we feel that at first students may need examples of social scenarios (see figure 4.31, page 208) that they can choose from as they begin to generate their own social stories or social scenes in skits. These social scenarios should align to the gradelevel SEL essential standards. In fact, it is best practice to have all SEL projects align to the grade-level essential standards. The samples we provide for you are just that— examples—so that your team can begin to see what this work can look like. The real work and learning come from what you generate together as a team.

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SEL Social Scenarios Social Situation 2: Changing Plans

A student is out at recess and wants to join in playing with a group of students playing basketball. What can the student do to join in? What shouldn’t the student do?

You and your friends have a plan to play soccer at recess, but no one brought out the soccer balls today. What are you thinking and feeling? What can you and your friends do instead?

Social Situation 3: Active Listening

Social Situation 4: Taking Perspective

A student in class wants to share what happened to her this weekend. She is talking, but there is a substitute teacher and some students are not listening to her. What is active listening? What does active listening look like? What does it not look like?

Everyone is excited to eat pizza and watch a movie for the class party but your best friend. She has allergies and cannot eat the pizza with the class. How is she feeling? What can you do to help her feel included and still have fun?

Social Situation 5: Fair Play

Social Situation 6: Logical Decision Making

What does being fair during play look like? Think about examples of fair play in school and outside of school. What are nonexamples of fair play? What emotions do people feel during fair play, and what emotions do people feel when play is not fair? What strategies can a person use if they are in a situation where play is not fair?

Your two best friends both want to play different games during recess. How can you talk to both of them to find a solution all three of you are happy with?

Figure 4.31: SEL social scenarios. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

Project-based learning (PBL) is another great way to integrate social-emotional learning. According to John W. Thomas (2000): Project-based learning (PBL) is a model that organizes learning around projects. According to the definitions found in PBL handbooks for teachers, projects are complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give

Social Situation 1: Joining in Play

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students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999). (p. 1)

In fact, in the 21st century, technology has become a huge part of our everyday lives. In fact, if not for technology, our students’ ability to learn and stay connected during the COVID-19 quarantine period would have been very limited. Despite the necessity of technology to connect us, there continues to be much debate about the use of technology by our youngest learners: How does it affect their health? How long should children be allowed on devices? And how does technology impact children’s learning itself? As we learned during the pandemic, the use of technology should not be an either-or situation; rather, it should be a discussion of how we teach with and without technology in today’s education system and how we can use technology to enhance student communication and teach the skills students need in our everchanging world full of advancing technology. Technology should not replace good instruction facilitated by a classroom teacher, but teachers can use it to engage students and enhance the learning of skills and concepts. In fact, Linda Darling-Hammond, Molly B. Zielezinski, and Shelley Goldman (2014) found that for the use of technology to have an impact on student learning, it must be effectively implemented, interactive, and used by students to explore and create. Previously we discussed the possibility of using technology with daily or weekly routines (videos and interactive whiteboard presentations). Interactive whiteboard programs, various computer-presentation-based software, or online programs that offer digital presentation platforms or slideshows can all be used to support students in creating SEL presentations and projects with or for their peers. We also previously discussed the instructional practice of journaling (page 200). Teachers may consider having students use digital journals and store them on a shared server where the teacher can engage in the reciprocal engagement building block with students by responding to or commenting on their journal entries. Teachers can also show SEL videos in either large or small groups and then facilitate rich and meaningful discussions around what the students viewed, or students can embed these SEL videos in their projects.

Often project-based learning incorporates multiple academic content areas. Socialemotional learning typically occurs naturally through the process of project-based learning, but it can also be directly planned for and embedded into PBL. Projects can also be an avenue for building relationships with families as families can be encouraged to contribute to the process. Additionally, students can use technology to enhance their projects.

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Virtual Learning Tip Ongoing SEL projects can be assigned in the virtual environment as well, encouraging students to become creative when they are away from the screen. This can be an opportunity to encourage them to build their relationships with their families.

Maria’s class came to gather for morning meeting, but as they sat down, the circle they made was not big enough for Daniel to fit. Maria inwardly groaned, knowing that this small problem could set Daniel’s day on the wrong foot. Suddenly, she had an idea. “Hmmm . . .” she said, modeling thinking aloud. “I notice that there is not enough room for everyone on the carpet. I notice that Daniel is still coming to join us but there is not enough room for him.” As the class glanced around at each other, Maria turned to Daniel. “Daniel, when you walk over here, I wonder what you can do? First, I bet you can look at the circle and see where there might be room for someone to move. It looks like there is room between Imron and Sally. Do you think you could tap Imron on the shoulder and ask if he can scoot over?” Daniel looked confused by this, as he normally pushes his way into the circle, causing yelling and complaining from the other students. Imron turned to look at him and nodded, preferring this idea to being pushed. Maria continued, “Daniel, let’s try. Carefully walk up to Imron and put out one finger. Yes, just like that. OK, now tap him lightly on the shoulder. You can say quietly, ‘Can you move over?’” Maria coached Daniel through asking for space on the carpet and waited patiently while the class all shifted their positions so that Daniel had room. Once everyone was situated, Maria turned to her class and said, “Wow, you all were problem solvers today. We had a problem—there was not enough room for everyone—and you worked together to solve it. Daniel, you did a great job recognizing there was a problem and calmly finding a solution.” Daniel, clearly proud of this, beamed. “Now,” Maria continued, “we are ready to begin morning meeting. Make sure your eyes are on me!” To herself, Maria laughed. That could have been a disaster! she thought. In the moment, it felt like it took an hour to get everyone situated, but it was only about ninety seconds. If I’d let them work it out themselves, or if I had just told Imron to move over, there still would have been pushing, and in the end I would have given up a lot more time than ninety seconds—only to repeat the same chaos tomorrow. Hopefully, now that they feel ownership of this problem-solving routine, they will try it out again tomorrow!

9. Teachable Moments

Effective SEL Teaching Practices and Strategies in Elementary Schools

We have placed these teachable-moment strategies into three categories: (1) teacher modeling, (2) student modeling, and (3) student problem solving. In figure 4.32 you will note some of the specific strategies you can implement during your day to respond to students’ needs.

Teacher Modeling

Student Modeling

Narrating Thinking Aloud

Role Play

Self-Talk

Moment Modeling & Persistent Practice

Positive Feedback

Student Problem Solving Brainstorming Solutions Inquiry-Based Problem Solving

Teachable Moment Strategies

Figure 4.32: Teachable moment strategies.

Teacher Modeling: Narrating Thinking Aloud, Self-Talk, and Positive Feedback As teachers, we know that we almost always have students’ eyes on us throughout the day, even when we are trying to take a moment to ourselves. One way to reinforce social-emotional learning is to outwardly model applying those SEL strategies yourself. Students are far more likely to learn from watching you than they are from being told what to do. This can happen in little moments. Imagine trying to start a lesson, but you cannot find a dry-erase marker that is not dried out. Say that aloud to the class—a strategy called narrating aloud. “Man, this is frustrating. All of these markers are dried out!

Leading experts and researchers in the field of SEL (Greenberg et al., 2017) share that educators should not only teach social-emotional skills, but they also model them and provide students with opportunities to practice and apply these skills throughout the school day in various settings and situations. Although we often carefully plan our specific SEL lessons, true learning moments happen throughout the day, whether we plan for them or not. These are moments we can use to support our students’ SEL development. At times, taking advantage of these moments may require spontaneous responses to a situation that arises in our classroom, or pausing from a lesson to address a social-emotional need, but often allowing for this spontaneity means that the real learning can occur.

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Every time I think ‘OK, here is one that will work,’ I find another one that does not work. I’m getting so frustrated. I’d better take a deep breath. I’m going to take a sip from my water bottle and think about a backup plan. Oh! Now I remember! I have other markers in the cabinet.” While this sounds like a lot of talking in front of the class, it fills the time when you are looking for the marker (when students are likely to become off-task anyway) and models how you identify your emotion, use a calm-down strategy, and problem solve. This strategy also builds your relationship with the students because you are sharing your real-life secret: that you are human, just like them.

Thinking aloud can also take the form of narrating, or noticing and naming what you observe students doing well (Johnston, 2004). This is particularly helpful when you notice students making positive choices, using their SEL skills, applying a growth mindset, or using self-regulating strategies. For some students this may come in the form of a private comment like, “Carlos, I notice you worked through that problem even when you were frustrated. Nice job getting a drink of water and then coming back to work.” It can also be addressed to the whole class: “I notice there are students who are carefully checking their work before handing it in. I know I like to get work finished quickly and it is hard to pause and take time to look at my work. That takes self-control.” Be careful when you are providing positive feedback to students that you are not publicly calling on the same student over and over again (Denton, 2007). Attempt to keep your observations broad and address what you notice the whole class doing. Some students may not want verbal positive feedback. In these cases, you can develop a secret signal to give them when they are showing these skills, or even write the compliment on a sticky note so they can read it later. Utilizing this thinking aloud strategy may particularly help the areas of social awareness and reciprocal engagement. Some students who have difficulty with social awareness or maintaining a back-and-forth engagement with another person may benefit the most from being able to hear someone else’s thoughts. To support reading social cues, the teacher models playing a new partner game. She may narrate, “I’m excited to play this partner game! First, I’m going to look at my partner’s face. He looks really excited. I hope he doesn’t want to go first because I want to go first. He is already holding the dice. I’d better ask him. Diego, do you want to go first because I want to go first. What should we do?” A teacher supporting extending reciprocal engagement may model having a fake conversation with someone and midconversation say “I’m thinking I need to go to the bathroom, and I am bored. Should I say that? Hmm . . . no, I’ll answer his question first, and then say, ‘excuse me’ before I tell him I need to go to the bathroom.”

Narrating your thoughts aloud models two strategies we want the students to apply. It shows how adults identify their own emotions and then use self-talk to walk themselves through a problem. This can happen in both academic and social situations. In academics, this may look like showing a mathematics problem on the board and saying, “Wow, I wonder how I should start this. What if I . . .” In academic settings, this type of modeling during lessons can be planned ahead of time.

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Student Modeling: Role Play, Modeling in the Moment, and Persistent Practice Having students model and practice using their SEL skills is necessary so that students are able to learn and apply the strategies. As we talked about in previous sections of this book, fully developing executive functioning and self-regulation strategies involves a motor (movement) component along with the cognitive component (Lillas & Turnbull, 2009). This can take on a variety of forms in the classroom.

A role play strategy, sometimes referred to as a fishbowl activity, can also be used when students are learning a new partner game, learning to use new classroom materials appropriately, or learning prosocial skills such as how to get someone’s attention, how to ask for help, what to do if you accidentally spill something, or what to do after a classmate pushes you. Ask the students role playing to sit in the center or front of the group with the rest of the class sitting around them observing (as though in a glass fishbowl). Give the observing students the job of labeling what they notice is occurring inside the fishbowl. During this time, the teacher can act as the facilitator of the learning, by asking the students who are modeling to pause, and pose reflective questions to the group, or highlight important things that are happening with the student models. Student modeling or role play can also be used to problem solve as a group. Assign students to small groups and give them a problem the class may be familiar with (for example, there are not enough glue sticks for each person to have one, it is too loud during indoor recess, or the basketball game at recess is becoming too competitive). Give the groups opportunities to generate possible solutions, and then ask them to create a skit using their solution. Bring the group back together and have them model the solutions for one another. This will reinforce the idea that there are multiple ways to solve a problem and will let more students have an opportunity to practice the solution through movement. The strategy of student modeling and practicing can also be effective when done in the moment. After a student or the class makes a mistake, the teacher may want to ask them to model using a strategy the right way. This can be as simple as saying “Show me how you walk in the halls,” or, “That was a lot of noise! Let’s pause, take a breath, and try that again. This time look at your friend’s face. What do you notice? He looks

In the beginning of the year or after longer breaks, it is beneficial to have students model and practice the rules and routines you expect them to follow. Ask them to go through the routine themselves and provide positive feedback of what they are doing. I (Ann-Bailey) often feel as though I am an announcer for a little-known Olympic sport: “Look how they carefully push in their chairs and come to the rug. I notice no one is going to the water fountain or trying to sharpen a pencil. They are walking directly to the carpet. I don’t even hear their footsteps. I see that they want to talk to each other, but they don’t! Look at that self-control!” After labeling what you observe, ask the students to label what they noticed the peer models doing.

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pretty upset that you took the marker from his hand. Show us how you can ask for the marker without making him upset.” During these in-the-moment modeling and practice sessions, it is essential to keep your teacher emotions in check. Use a calm, neutral voice to show that we are all learning and that this is a part of the learning process.

Guided Student Problem Solving As educators, we can support students’ social-emotional development, particularly in the blocks of social-emotional regulation and logical and responsible decision making, by giving them the opportunity to solve problems themselves in a supported environment. This may look like holding a whole-group discussion to look at all sides of a question in an academic context like, “Should we, the American colonists, tell the British king we want to be our own country, or should we try to work it out and stay a part of Britain?” Teachers can also pose inquiry-based questions and facilitate discussions around historical injustices as well as real-world current events and inequities that impact students and their communities. It can also be used as a way to solve real problems occurring in the classroom. One year I (Ann-Bailey) had a very active first-grade class. At one point in the year, I brought up to the class that the room arrangement was not working and asked them what they saw as some of the problems. We held this discussion in both whole and small groups to identify exactly what was not working about our room setup and how we could fix it. Being first graders, they had very elaborate ideas to fix some of the simpler problems, but in the end, we did end up with a room that flowed better for our specific needs (and had engaged in a powerful SEL opportunity). When engaging students in these brainstorming problem-solving discussions, be sure to use the strategy listed previously of narrating your thoughts and observations about the process (see page 211). These are the moments where students may feel genuine frustration with the problem or each other. This is an excellent time to provide meaningful, in-the-moment positive feedback as students grapple with the problem at hand. Honor

This strategy can be especially helpful to bring a noisy or chaotic group of students back together, regulate them, and send them back to work. Bring the students to the gathering area and in a calm, low voice, let them know that they need to practice that transition. “We are a loud and active group today! Let’s do some of our breathing exercises before we get back to work. We have a lot of high energy right now, and we need to lower that energy if we are going to do our independent reading.” After walking through the regulating exercise, one by one, ask the students to model moving quietly to their workspace. Keep your voice calm and encouraging, and provide positive feedback as needed. Be sure to later reinforce what you did as a group to regain calm: “You all did a great job this afternoon during independent reading. We all started off as a bit crazy but once we recognized that we had too much energy to work we were able to use our strategies to calm down and accomplish our goal of a quiet independent reading block. Nicely done. That is not always easy.”

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their frustration—it is a real feeling!—and gently coach them on using calm-down strategies to refocus. As a part of your narration, be sure to include labeling when you see students try an idea that does not work. This is a wonderful time to honor the idea and the attempt made, and to walk the students through identifying why the idea did not work and how they can build on the mistake to improve their idea. Virtual Learning Tip

10. SEL Classroom Learning Centers and Menus Daniel groaned loudly when he saw the assigned work. Although Maria knew he was capable of completing it, something about the assignment itself seemed daunting. Why didn’t Daniel have this reaction to the independent work this morning? Maria wondered. Oh! The team had decided to try using a menu for students to choose how they wanted to practice their skills. Daniel, and really all the students, had responded so much better to having choice.

Setting up an SEL center within your classroom and teaching students about what they can do when they are finished with their work is a great way to embed SEL. Often teachers have set routines and procedures for students after they finish their assigned learning tasks within a particular subject area. In these situations, students don’t need to ask the teacher what to do next as they already know what is expected. While some teachers allow students to read a book or complete additional work, another option is to have students use the SEL center or learning menus. The SEL center can contain a menu of learning options that connect with SEL essential standards. These can include SEL-focused books to read, SEL partner games,

For virtual learning, you can use teacher modeling throughout lessons. It may be beneficial to use a visual cue, like touching your finger to your face, to differentiate between thinking aloud and the lesson itself. You can also easily adapt guided student problem solving to the virtual format, utilizing discussions in either the large group or small breakout rooms. Student modeling is a bit more difficult but can take the form of students recording themselves (with the help of their families) acting out solving problems such as solving connection difficulties, navigating the digital classroom interface, or finding needed school supplies. This is an opportunity to engage families in creating socialemotional learning skits so that students can practice these SEL skills with the support of their families. Involving the family has the added benefit of providing the student’s outside-of-school support system with language to support the student in these skills. Be mindful of families’ limitations in time and technology accessibility and make recording video skits a choice activity.

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SEL Menu SEL Independent Reading

SEL Partner Game

Directions: Choose a book from our classroom library that has a blue sticker in the top right corner.

Directions: Find a partner and together choose a game from the blue tub. When you are done fill out the “Partner Game Self-Assessment” checklist and put it in the “turn in work” basket when you are done.

SEL Computer or Tablet

SEL Projects

Directions: If a computer is open or a tablet is available you can play SEL games from our school’s webpage (star icon). Set the timer for ten minutes. When the timer is up, choose a new menu item.

Directions: Choose a project from the blue project folder. As you work on it, keep it in your “still-working” folder. When you complete the project put it in the class “completed work” bin or save it to your personal drive on the computer.

Figure 4.33: Learning center SEL menu.

SEL games from a computer or tablet, and SEL projects. These projects can also connect with the academic curriculum so that students are connecting the topics together and synthesizing their learning (see chapter 5, page 223). Offering a menu is essential in this process because teachers have a better chance of students being engaged in SEL when the students are given the choice of the type of activity. Figure 4.33 shows a sample SEL learning center menu that students can choose from. The key to setting up a structure like this is to critically think through the organization of materials, provide students with clear expectations, and teach them specific procedures and routines. Teachers can set up a weekly routine of allowing students to share their projects. This could occur one day each week during morning meeting or at the end of the day on Fridays.

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Virtual Learning Tip In the virtual environment, students may feel an additional need for agency and autonomy. Learning menus provide students with an opportunity to engage in the virtual classroom while making choices. Teachers can share these menus with both families and the students so there is a shared understanding of the students’ choices.

Connecting Multiple Practices to Deepen SEL In this chapter, we offered ten instructional practices that teachers can use to teach and integrate social-emotional skills into academics and throughout the school day. Instructional approaches to teaching SEL should be based on the current needs of the students and align to the instructional strengths of a teacher and with the classroom environment. So, let’s take a moment to think about what it would look like to pull multiple instructional practices together and plan for SEL instruction. Table 4.3 (page 218) provides a few examples of how a teacher might use and implement multiple SEL teaching practices and strategies within their classroom. Teachers may just start off focusing on one or two SEL practices and build in more practices and strategies over time. These practices may shift and change throughout the school year based on the needs of the students within the classroom. We suggest that teachers start off small, gradually build on what is working, and modify practices and strategies if needed.

By embedding your SEL instructional practices into your day-to-day academics through these ten strategies, you will maximize your students’ access to SEL and increase their ability to generalize what they are learning throughout the school day. These strategies can either allow you to continue to teach your academic subjects without necessarily rearranging your day to add a separate SEL time frame, or enhance or support the existing current SEL curriculum you are using.

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Table 4.3: SEL Sample Classroom Scenarios Sample Classroom Scenarios

SEL Teaching Practices and Strategies SEL transitions used throughout the entire school day

Daily SEL routine (displayed on interactive whiteboard)

Integrating SEL into morning meetings

Classroom Teacher B

SEL transitions used when students are moving to various parts of the school only (PE, music, art, lunch, recess, dismissal)

Daily calendar routine

Monthly planned PBL with academic and SEL focus

Classroom Teacher C

SEL student goal setting

Students reflect on a weekly SEL journal prompt on Friday mornings as their morning work

Integrate SEL reading comprehension strategies into all read-alouds

In figure 4.34, we display a teacher’s planning approach to teaching SEL with the use of a learning progression and with student goal setting as a central theme for the learning. In this approach, each learning target is taught over the course of one week. All teaching resources connect to that one particular learning target. In this scenario, the teacher reads a book relating to the learning target, and while reading, focuses on reading comprehension strategies that we discussed earlier in the chapter (page 182). The teacher also focuses on a quick calendar routine and integrates SEL into the morning meetings each day. In addition to these instructional approaches, the teacher uses daily transitions as a way to integrate SEL throughout the day. Notice how targeted and connected to SEL this teacher’s approach is in this scenario. When teachers and teacher teams meaningfully plan for SEL, they have a better chance of students making authentic connections to the learning, and save overall instructional time. In chapter 5 (page 223), we will discuss various planning tools that teachers can utilize to support SEL planning. As teachers, we have limited time available to us during the school day. If we teach social-emotional learning skills through ineffective practices that do not deepen our students’ understanding or connect with their daily lives, we can end up wasting time and not seeing meaningful change in our students. We must both directly teach these skills and then consistently integrate the skills into our daily routines and academic work to fully support students’ SEL growth (Lillas & Turnbull, 2009).

Classroom Teacher A

Effective SEL andCStrategies B UTeaching I L D I NPractices G BLO K S F O in R Elementary S O C I A Schools L - E M O T I O N A L L E A R N I N219 G

November Social-Emotional Learning Standards: I can identify what body feelings happen with different emotions.

I can identify and label feelings and emotions (happy, surprised, sad, angry, proud, afraid, silly).

I can express my feelings and emotions with appropriate words or actions.

I can identify my feelings and emotions.

I may feel angry if...

I feel this.... When.....Next time please....

Scared

Happy

Sad

Excited

someone teases me

someone gets I don't get a turn in my personal space

Tuesday

Wednesday

Thursday

Friday

I can identify and label feelings and emotions.

I can identify and label feelings and emotions (happy, surprised, sad, angry, proud, afraid, silly)

Scared

Happy

Sad

Excited

Book: Glad Monster Sad Monster by Ed Emberley and Anne Miranda Morning Meeting Activity or Calendar Activity

Scared

Happy

Sad

Excited

Scared

Happy

Sad

Excited

Book: The Feelings Book by Todd Parr

Book: Lots of Feelings by Shelley Rotner

Morning Meeting Activity or Calendar Activity

Scared

Happy

Sad

Excited

Book: The Color Monsters: A Story About Emotions Morning Meeting Activity or Calendar Activity

Scared

Happy

Sad

Excited

Book: Feelings and Dealings: The ABC’s of Emotions: An SEL Storybook to Build Intelligence, Social Skills, and Empathy Morning Meeting Activity or Calendar Activity

Monday

Tuesday

Wednesday

Thursday

Friday

I can identify what body feelings happen with different emotions.

I can identify what body feelings happen with different emotions

Book: Listening to My Feelings by Michael Gordon

Book: Listening to My Body by Gabi Garcia

Book: 1–2–3, My Feelings and Me by Goldie Millar and Lisa Berger

Book: Exploring Emotions by Paul Christelis

Book: Wilma Jean, Worry Machine by Julia Cook

Morning Meeting Activity or Calendar Activity

Figure 4.34: SEL monthly theme.

Morning Meeting Activity or Calendar Activity

continued

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Monday

Tuesday

Wednesday

Thursday

Friday

I can identify my feelings and emotions.

I may feel angry if...

someone teases me

I can identify my feelings and emotions.

I may feel angry if...

someone gets I don't get a turn in my personal space

Morning Meeting Activity or Calendar Activity

Monday

someone gets I don't get a turn in my personal space

Book: Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis Morning Meeting Activity or Calendar Activity Tuesday

someone teases me

I can identify my feelings and emotions.

I may feel angry if...

someone gets I don't get a turn in my personal space

Book: I Feel: A Book About Recognizing and Understanding Emotions by Cheri Meiners

someone teases me

someone gets I don't get a turn in my personal space

Book: The Way I Feel by Janan Cain Morning Meeting Activity or Calendar Activity

Morning Meeting Activity or Calendar Activity Wednesday

I can identify my feelings and emotions.

I may feel angry if...

Thursday

someone teases me

someone gets I don't get a turn in my personal space

Book: The Boy With Big, Big Feelings by Britney Winn Lee Morning Meeting Activity or Calendar Activity

Friday

I can express my I can express my I can express my I can express my I can express my feelings and emotions feelings and emotions feelings and emotions feelings and emotions feelings and emotions with appropriate words with appropriate words with appropriate words with appropriate words with appropriate words or actions. or actions. or actions. or actions. or actions. I can express my feelings and emotions with appropriate words or actions. I feel this.... When.....Next time please....

I can express my feelings and emotions with appropriate words or actions. I feel this.... When.....Next time please....

Book: The Angry Dragon by Michael Gordon

Book: Little Monkey Calms Down by Michael Dahl

Book: The Very Frustrated Monster by Andi Green

Book: Don’t Feed the Worry Bug by Andi Green

Morning Meeting Activity or Calendar Activity

Morning Meeting Activity and Calendar Activity

Morning Meeting Activity or Calendar Activity

I can express my feelings and emotions with appropriate words or actions. I feel this.... When.....Next time please....

Books: Hands Are Not for Hitting, Feet Are Not for Kicking, or Voices Are Not for Yelling all by Elizabeth Verdick Morning Meeting Activity or Calendar Activity

Figure 4.34: SEL monthly theme.

Conclusion Chapter 4 provided ten practices to embed SEL into your classrooms: (1) transitions, (2) SEL student goal setting, (3) SEL daily routines, (4) picture book read-alouds and reading comprehension strategies, (5) social-emotional learning during play, (6) SELfocused partner or group games, (7) SEL journal writing, (8) SEL projects, (9) teachable moments, and (10) SEL classroom learning centers and menus. The challenge for us as educators, of course, is planning for SEL so that our lessons and activities are purposeful and connected to students’ lives. Chapter 5 (page 223) provides planning templates so that teams can create both yearlong and weekly plans, as well as templates to support intentionally planning how to integrate SEL into academics.

Book: My Feelings and Me by Holde Kreul

someone teases me

I can identify my feelings and emotions.

I may feel angry if...

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Tips for Administrators, Teachers, and Support Staff Figure 4.35 contains tips and reflection questions relating to the contents of this chapter. As you consider these questions and next steps, reflect on your current practices in your own classroom and school. Teachers

Support Staff

Virtual Teaching Tips

• Check in with your teachers and teams to ensure they understand the purpose behind the activities and practices they choose to implement. If they are unsure of the reason behind a practice, how can your leadership team support them in building a stronger understanding?

• Think about your current SEL practices within your classroom and determine what is working and effective. Think about one of the ten new SEL practices you may want to try. Consider which practice is the most manageable to integrate into your current routines.

• How can you support teachers and students in trying out the new practices? What can you offer to the daily routine that will make the practices go smoothly?

• Utilize your digital platform to encourage interactive participation throughout SEL activities. Encourage participation through chat boxes, interactive shared documents within a digital platform.

• In building your growthmindset culture, do your teachers and teams feel comfortable in trying out these new practices? How can you model the expectation of trying, failing, reflecting, and trying again so that teams feel safe exploring new practices?

• Think about how you can use a team approach to implement these practices to share the workload and make the practices more manageable.

• Think about how the relationships you build with students support the activities in these routines. How can you maintain your positive interactions while encouraging students in goal setting, participating in transitions, morning meeting expectations, and other new challenges?

• Digital activities are expanding daily for students! Explore ways to facilitate interactive game play. Keep in mind our students are often more comfortable with technology than we are! • Remember that your affect and connection with your students is even more important in this virtual world. As you read to students, share the morning message, or respond to their emotions, be sure you are using your facial expressions and voice to convey love and warmth.

Figure 4.35: Tips for administrators, teachers, and support staff from chapter 4.

Administrators

—HEATHER BELL-WILLIAMS Principal, Milltown Elementary School, St. Stephen, New Brunswick, Canada

y Gain practices and tools for teaching socialemotional skills

BUILDING

BLOCKS for

Social-Emotional

Learning Creating Safe, Secure, and Successful Elementary Schools

Visit go.SolutionTree.com/instruction to download the free reproducibles in this book. SolutionTree.com

ISBN 978-1-952812-47-7 90000

y Assess students’ social-emotional progress to encourage continual growth 9 781952 812477

HULEN LIPSETT

y Create a schoolwide foundation for socialemotional learning

Social-Emotional Learning

—KYLE BATES Fourth-Grade Teacher, Spradling Elementary School, Fort Smith, Arkansas

for

BUILDING BLOCKS

TRACEY A. HULEN & ANN-BAILEY LIPSETT

Building Blocks for Social-Emotional Learning

Articles inside

Tips for Administrators, Teachers, and Support Staff

Conclusion

Connecting Multiple Practices to Deepen SEL

2. Student Goal Setting

8. SEL Projects

6. SEL-Focused Partner or Group Games

9. Teachable Moments

Comprehension Strategies

5. Social-Emotional Learning During Play

10. SEL Classroom Learning Centers and Menus

Conclusion